Explicit Mathematics Instruction: What Teachers Can Do for Teaching Students With Mathematics Difficulties

Autor/inn/en	Doabler, Christian T.; Fien, Hank
Titel	Explicit Mathematics Instruction: What Teachers Can Do for Teaching Students With Mathematics Difficulties
Quelle	In: Intervention in School and Clinic, 48 (2013) 5, S.276-285 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451212473151
Schlagwörter	Learning Problems; At Risk Students; Mathematics Instruction; Teaching Methods; Intervention; Teacher Student Relationship; Interaction; Elementary School Mathematics; Kindergarten; Grade 1; Numeracy; Mathematics Skills; Feedback (Response); Drills (Practice); Models; Teacher Role + Suchen Sie Ihr Suchwort? Lernproblem; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Elementare Mathematik; Schulmathematik; School year 01; 1. Schuljahr; Schuljahr 01; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Analogiemodell; Lehrerrolle
Abstract	This article describes the essential instructional elements necessary for delivering explicit mathematics instruction to students with mathematics difficulties. Mathematics intervention research indicates that explicit instruction is one of the most effective instructional approaches for teaching students with or at risk for math difficulties. Explicit instruction is a systematic approach that facilitates important instructional interactions between teachers and students around critical math content. This article describes a framework for delivering explicit math instruction in the early grades. Although the explicit framework is relevant across the range of early math content (i.e., measurement, geometry), the focus is on explicit instruction in the context of teaching place value concepts in kindergarten and first grade classrooms. Place value is a critical component of whole-number understanding and a necessary concept for students to develop mathematical proficiency. Key questions associated with explicit math instruction are also addressed. (Contains 4 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10