Since the beginning of the 21st century, a significant
amount of high-quality research has been done on the best
strategies for teaching math. We know much more now
than we did at the beginning of the century about the essential components that should be included in instruction
for all students. Combined with other high-quality research
done previously, there is now a strong body of knowledge
about teaching mathematics based on the best of all that
research.
Following is a summary to help policymakers and
educators know which practices are supported by the best
evidence and should be used on a regular basis with students at all grade levels.
Teaching Math Vocabulary
We now know how reading, writing, and language
are critical components for success in answering math
questions and reading math textbooks. Students need to
be taught the extensive math vocabulary and know the
correct definitions necessary for understanding mathematics. Research indicates that vocabulary and reading
instruction should be embedded within math instruction.
Giving students the opportunity to talk about what they
have read and having them use the math vocabulary in
class discussions about concepts, procedures, and problem-solving methods show strong evidence of improving
understanding.
Teachers can also use these daily discussions or “math
talk” to gauge whether their students are understanding
the concepts presented. Teachers can model how to solve
a particular problem and then help students practice doing
the problem as students talk and discuss what to do.
Making The
Numbers
Research indicates that
vocabulary and reading
instruction should be
embedded within math
instruction.
