Videos

Teachers need intervention materials that are free, accessible, & research based. This session will present the Measures & Interventions for Numeracy Development (M.I.N.D), a set of open source materials that educators can use to increase computation skills. Participants will leave the session with the ability to access materials and use these to support the development of students’ computation skills. (K - 6)

A large percent of students in the U.S. perform below standards. This is especially true with secondary math. While there are many ways to better prepare students for success in the elementary levels, addressing students' concerns in grades 6-12 are essential. Students with math difficulties often struggle with visual-spatial working memory requiring an increased emphasis on instructional visuals. In this session, Dr. Witzel will explain the benefit of visuals and demonstrate the use of visuals in secondary computation, geometric, and problem solving.

Teaching new mathematical content is a major responsibility of teachers at all levels, but also supporting students' retention is equally important, especially for students with learning disabilities. Teachers spend a great deal of energy focused on helping students learn new content. While this is important, many students fail to remember what they learned which will lead to significant struggles in mathematics. Without the use of effective retention practice activities, what we teach is at worse forgotten or at best, fragmented and poorly organized. (K - 12)

This session will cover the essential ingredients and how-to for designing effective core math instruction in K-6.

Curriculum-based measurement (CBM) created the possibility of assessment-informed instruction which yields one of the largest effect sizes in education. CBM in math, however, has lagged behind reading in research and practice. Recent research in math CBM indicates some key differences in their utility, conventions, and potential for driving decisions in multi-tiered systems of support and response to intervention. This session will detail the why and how-to’s of using mastery measurement CBM in mathematics to drive screening, progress monitoring, and program evaluation decisions in math MTSS. (Grades K - 8; School Psych)

This session presents a study examining the effectiveness, implementation, and acceptability of an explicit, systematic mathematics vocabulary intervention implemented by teachers. Thirty secondary students with learning difficulties and disabilities were randomly assigned to treatment and control conditions. Results indicate the intervention was effective, feasible, and acceptable. Future research in different settings and including measures to assess maintenance are needed. (Grades 6 - 12)

In this session, we will learn methods for leveraging linguistic structure (e.g., morphology, semantics, syntax) to provide direct instruction in academic language to English learners in math. We will learn an evidence-based routine for introducing academic vocabulary. We will also explore how English morphology and syntax can be taught to support English learners' math content learning, vocabulary development, comprehension, and expression. Examples will feature math content from both primary and secondary grade levels.(Grades K - 12)

Participants will learn how Universal Design for Learning (UDL) recognizes learner variability and removes barriers to student engagement and deepens mathematics understanding. Through the UDL design process, educators can optimize lessons to support student persistence, agency, and productive struggle. (Grades K - 12)

This session will define math anxiety and describe the research evidence on the relationship between math anxiety and math performance. Considerations for addressing math anxiety in the general education classroom will be discussed and strategies for addressing math anxiety within the context of math intervention design and delivery will be provided. (Grades K- 8 )

This video models addition and subtraction using representations for place value.