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20.1: Introduction

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    Table of Contents

    • Concrete, representational and abstracts models of math.
    • Questioning used in mathematics.
    • Feedback
    • Teaching Math Vocabulary
    • Building Math Fluency
    • Error Analysis

    This next section contains excerpts from the National Center on Intensive Intervention. (2016). Principles for designing intervention in mathematics. Washington, DC: Office of Special Education, U.S. Department of Education and is in the pubic domain.

    math iconThe purpose of this chapter is to provide brief explanations of practices that can be implemented when working with students in need of intensive intervention in mathematics.

    Special education instructors, math interventionists, and others working with students who struggle with mathematics may find this guide helpful. The strategies presented in this guide should be used in conjunction with teaching guides developed for specific mathematical concepts. Specific topics covered include the following:

    Explicit, Systematic Instruction (aka Direct Instruction)- Chapter 4
    •Effective Questioning in the math classroom (questioning was introduced in chapter 9)
    •Concrete, Representational/Visual/Pictorial, Abstract/Symbolic Models
    •Teaching Mathematical Vocabulary and Symbols
    •Fluency Building
    •Error Analysis.

    20.1: Introduction is shared under a not declared license and was authored, remixed, and/or curated by LibreTexts.

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