Date of Award
8-2023
Culminating Project Type
Starred Paper
Styleguide
apa
Degree Name
Special Education: M.S.
Department
Special Education
College
School of Education
First Advisor
Dr. Bradley Kaffar
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Mathematics, Concrete-represenatational-abstract, schema-based instruction, fact fluency, elementary
Abstract
Abstract is not required for a Starred Paper.
Recommended Citation
Schyma, James, "Evidence-Based Practices for Tiered Math Interventions for Elementary Students" (2023). Culminating Projects in Special Education. 157.
https://repository.stcloudstate.edu/sped_etds/157
Comments/Acknowledgements
Many elementary schools utilize a response to intervention (RTI) model that includes three tiers of instruction. With the RTI model it is essential that evidence-based practices are being used across all tiers of instruction. With instruction being informed from a general education point-of-view and a special education point-of-view it is important to determine what models of instruction work for mathematics. This article aims to determine evidence-based strategies for fact fluency instruction, word problem instruction, and the concrete-representational-abstract (CRA) sequence across all three tiers of instruction. The researcher determines evidence-based practices by conducting a literature review for the CRA sequence, fact fluency instruction, and word problem instruction. Additionally, the researcher provides implications for evidence-based practices identified for all tiers of instruction.