NASET News Alert

Teachers More Likely to Use Ineffective Instruction When Teaching Students with Mathematics Difficulties

July 02, 2014

First-grade teachers in the United States may need to change their instructional practices if they are to raise the mathematics achievement of students with mathematics difficulties (MD), according to new research published online today in Educational Evaluation and Policy Analysis, a peer-reviewed journal of the American Educational Research Association. "Which Instructional Practices Most Help First-Grade Students with and without Mathematics Difficulties?" by Paul L. Morgan of Pennsylvania State University, George Farkas of the University of California, Irvine, and Steve Maczuga of Pennsylvania State University, examined nationally representative groups of first-grade students with and without MD to determine the relationship between the instructional practices used by teachers and the mathematics achievement of their students. To read more, click here

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