Addressing Accessibility in Mathematics
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Announcing a NEW Report:

Findings from the National Survey on Supporting Struggling

Mathematics Learners in the Middle Grades

 

The Addressing Accessibility in Mathematics group at EDC has received funding from the National Science Foundation to study current mathematics intervention practices at the middle grades and to create a new professional development (PD) program and resources for intervention teachers. The Strengthening Mathematics Intervention (SMI) project builds on our extensive work over the past 18 years to create innovative PD programs to help districts improve mathematics learning for struggling learners with and without disabilities.

We have been studying how public schools across the United States provide instruction and support to students who are struggling with mathematics in the middle grades. To gather information, we first observed mathematics intervention classes and conducted interviews with teachers and school and district leaders. Then, we developed the National Survey on Supporting Struggling Mathematics Learners in Middle Grades and sent it to a nationally representative sample of over 2,000 schools. The survey findings shed light on the ways that schools are implementing mathematics intervention classes, including how the classes are structured, who teaches them, and the challenges faced.

Learn about the national landscape of mathematics intervention classes by reading the Executive Summary!

 

 

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