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Challenge
Initial Thoughts
Perspectives & Resources

What is high-quality mathematics instruction and why is it important?

  • Page 1: The Importance of High-Quality Mathematics Instruction
  • Page 2: A Standards-Based Mathematics Curriculum
  • Page 3: Evidence-Based Mathematics Practices

What evidence-based mathematics practices can teachers employ?

  • Page 4: Explicit, Systematic Instruction
  • Page 5: Visual Representations
  • Page 6: Schema Instruction
  • Page 7: Metacognitive Strategies
  • Page 8: Effective Classroom Practices

Resources

  • Page 9: References & Additional Resources
  • Page 10: Credits
Wrap Up
Assessment
We want to hear from you. Please complete our brief Module Feedback Form.

High-Quality Mathematics Instruction: What Teachers Should Know

Perspectives & Resources

Objectives

After reviewing the Perspectives & Resources section and completing the accompanying activities, you should be able to:

  • Understand the importance of providing high-quality mathematics instruction
  • Identify the components of high-quality mathematics instruction
  • Recognize the need for implementing a standards-based mathematics curriculum
  • Describe some evidence-based practices for teaching mathematics
  • Recognize effective classroom practices that promote and support the implementation of high-quality mathematics instruction

Standards

This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.


Council for the Accreditation of Educator Preparation (CAEP)

CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom.

  • Standard 1: Content and Pedagogical Knowledge


Council for Exceptional Children (CEC)

CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities.

  • Standard 5: Instructional Planning and Strategies


Division for Early Childhood Recommended Practices (DEC)

The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities. Please note that, because the IRIS Center has not yet developed resources aligned with DEC Topic 8: Transition, that topic is not currently listed on this page.

Instruction

  • INS6. Practitioners use systematic instructional strategies with fidelity to teach skills and to promote child engagement and learning.


Interstate Teacher Assessment and Support Consortium (InTASC)

InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation.

  • Standard 2: Learning Differences
  • Standard 8: Instructional Strategies


National Council for Accreditation of Teacher Education (NCATE)

NCATE standards are intended to serve as professional guidelines for educators. They also overview the “organizational structures, policies, and procedures” necessary to support them.

  • Standard 1: Candidate Knowledge, Skills, and Professional Dispositions


When you are ready, proceed to Page 1.

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