Resources

Agrawal, J., & Morin, L. L. (2016). Evidence-based practices: Applications of concrete representational abstract framework across math concepts for students with mathematics disabilities. Learning Disabilities Research & Practice, 31(1), 34–44. doi:10.1111/ldrp.12093

Allsopp, D., Lovin, L. H., & van Ingen, S. (2017). Supporting mathematical proficiency: Strategies for new special education teachers. TEACHING Exceptional Children, 49(4), 274–283. doi:10.1177/0040059917692112

Amelink, C. T. (2009). Literature overview: Gender differences in math performance. https://www.researchgate.net/publication/242515470_Literature_Overview_Gender_Differences_in_Math_Performance

Arsenault, T. L., & Powell, S. R. (2024). Intensifying language supports in word-problem schema instruction. Teaching Exceptional Children, 57(2), 150–159. doi:10.1177/00400599211069555

Barnes, M. A., Clemens, N. H., Fall, A.-M., Roberts, G., Klein, A., Starkey, P., McCandliss, B., Zucker, T., & Flynn, K. (2020). Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities. Journal of Educational Psychology, 112(4), 685–700. doi:10.1037/edu0000404

Bay, J. M., Reys, B. J., & Reys, R. E. (1999). The top 10 elements that must be in place to implement standards-based mathematics curricula. Phi Delta Kappan, 80(7), 503–506. https://www.researchgate.net/publication/288090342_The_Top_10_Elements_That_Must_Be_in_Place_to_Implement_Standards-Based_Mathematics_Curricula

Bender, W. N. (2009). Differentiating math instruction: Strategies that work for K–8 classrooms. Corwin.

Berger, M. (2023). Highlights of PISA 2022 U.S. results [NCES 2023-115 and 2024-103]. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/surveys/pisa/pisa2022/index.asp

Boonen, A. J. H., & Jolles, J. (2015). Comprehension & visualization: Teaching students to solve word problems. Research & Reviews: Journal of Educational Studies, 1–4. https://www.rroij.com/open-access/comprehension–visualization-teaching-students-to-solve-word-problems.pdf

Boonen, A. J. H., van Wesel, F., Jolles, J., & van der Schoot, M. (2014). The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children. International Journal of Educational Research, 68, 15–26. doi:10.1016/j.ijer.2014.08.001

Bouck, E. C., Kulkarni, G., & Johnson, L. (2011). Mathematical performance of students with disabilities in middle school standards-based and traditional curricula. Remedial and Special Education, 32(5), 429–443. doi:10.1177/0741932510362196

Bouck, E. C., Satsangi, R., & Park, J. (2017). The concept-representational-abstract approach for students with learning disabilities: An evidence-based practice synthesis. Remedial and Special Education, 1–18. doi:10.1177/0741932517721712

Bryant, B. R., Bryant, D. P., Kethley, C., Kim, S. A., Pool, C., & Seo, Y.-J. (2008). Preventing mathematics difficulties in the primary grades: The critical features of instruction in textbooks as part of the equation. Learning Disability Quarterly, 31(1), 21–35. doi:10.2307/30035523

Cathcart, W. G., Pothier, Y. M., Vance, J. H., & Bezuk, N. S. (2011). Learning mathematics in elementary and middle schools: a learner-centered approach. Pearson Education.

Cirino, P. T., Fuchs, L. S., Elias, J. T., Powell, S. R., & Schumacher, R. F. (2015). Cognitive and mathematical profiles for different forms of learning difficulties. Journal of Learning Disabilities, 48(2), 156–175. doi:10.1177/0022219413494239

Cohen, L. G., & Spenciner, L. J. (2007). Assessment of children and youth with special needs. Pearson Education.

Division of Learning Disabilities & Division of Research, Council for Exceptional Children. (2012). A focus on cognitive strategy instruction: Current practice alert, 19. https://exceptionalchildren.org/sites/default/files/2025-08/original_Alert19.pdf?_gl=1*61m077*_gcl_au*MTE3MDE3ODI5Ni4xNzg3MDAzNjk4*_ga*MTY3ODcwNjc4Ni4xNzg3MDAzNjk5*_ga_L4ZFTNESGT*czE3ODcwMDM2OTgkbzEkZzAkdDE3ODcwMDM2OTgkajYwJGwwJGgw*_ga_Y45Y2NWG3S*czE3ODcwMDM2OTgkbzEkZzAkdDE3ODcwMDM2OTgkajYwJGwwJGgw

Doabler, C. T., Baker, S. K., Kosty, D. B., Smolkowski, K., Clarke, B., Miller, S. J., & Fien, H. (2015). Examining the association between explicit mathematics instruction and student mathematics achievement. Elementary School Journal, 115, 303–333. doi:10.1086/679969

Doabler, C. T., Fien, H., Nelson-Walker, N. J., & Baker, S. K. (2012). Evaluating three elementary mathematics programs for presence of eight research-based instructional design principles. Learning Disability Quarterly, 35(4), 200–211. doi:10.1177/0731948712438557

Dougherty, B., Pedrotty Bryant, D., Bryant, B. R., & Shin, M. (2017). Helping students with mathematics difficulties understand ratios and proportions. TEACHING Exceptional Children, 49(2), 96–105. doi:10.1177/0040059916674897

Durkin, K., Star, J. R., & Rittle-Johnson, B. (2017). Using comparison of multiple strategies in the mathematics classroom: Lessons learned and next steps. Mathematics Education, 49, 585–597. doi:10.1007/s11858-017-0853-9

Edens, K., & Potter, E. (2008). How students “unpack” the structure of a word problem: Graphic representations and problem solving. School Science and Mathematics, 108(5), 184–196. doi:10.1111/j.1949-8594.2008.tb17827.x

Flores, M. M., Hinton, V. M., Podemski, M. O., & Burdette, M. G. (2025). Teaching place value using the concrete-representational-abstract integrated sequence of instruction. Remedial and Special Education, 0(0). doi:10.1177/07419325251334847

Francis, D. J., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions. https://www.researchgate.net/publication/234647972_Research-Based_Recommendations_for_Instruction_and_Academic_Interventions_Practical_Guidelines_for_the_Education_of_English_Language_Learners_Book_1_of_3

Fuchs, L. S., Malone, A. S., Schumacher, R. F., Namkung, J., & Wang, A. (2016). Fraction intervention for students with mathematics difficulties: Lessons learned from five randomized controlled trials. Journal of Learning Disabilities, 1–9. doi:10.1177/0022219416677249

Fuchs, L. S., Newman-Gonchar, R., Schumacher, R., Dougherty, B., Bucka, N., Karp, K. S., Woodward, J., Clarke, B., Jordan, N. C., Gersten, R., Jayanthi, M., Keating, B., & Morgan, S. (2021). Assisting students struggling with mathematics: Intervention in the elementary grades. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/WWC2021006-Math-PG.pdf

Fuchs, L. S., Schumacher, R. F., Long, J., Namkung, J., Malone, A. S., Wang, A., Hamlett, C. L., Jordan, N. C., Siegler, R. S., & Changas, P. (2016). Effects of intervention to improve at-risk fourth graders’ understanding, calculations, and word problems with fractions. The Elementary School Journal, 116(4), 625–651. doi:10.1086/686303

Fuchs, L. S., Seethaler, P. M., Sterba, S. K., Craddock, C., Fuchs, D., Compton, D. L., Geary, D. C., & Changas, P. (2021). Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction. Journal of Educational Psychology, 113(1), 86–103. doi:10.1037/edu0000467

Fuchs, L. S., Wang, A. Y., Preacher, K. J., Malone, A. S., Fuchs, D., & Pachmayr, R. (2021). Addressing challenging mathematics standards with at-risk learners: A randomized controlled trial on the effects of fractions intervention at third grade. Exceptional Children, 87(2), 163–182. doi:10.1177/0014402920924846

Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to intervention (RTI) for elementary and middle schools. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_math_pg_042109.pdf

Hughes, C. A., Morris, J. R., Therrien, W. J., & Beson, S. K. (2017). Explicit instruction: Historical and contemporary contexts. Learning Disabilities Research & Practice, 00(0), 1–9. doi:10.1111/ldrp.12142

Hughes, E. M., & Lembke, E. (n.d.). Intervention name: Schema-based instruction/schema-broadened instruction (SBI): Multiplicative schemas (multiplication and division).

Hughes, E. M., Powell, S. R., Lembke, E., & Riley-Tillman, T. C. (2016). Taking the guesswork out of locating evidence-based mathematics practices for diverse learners. Learning Disabilities Research & Practice, 31(3), 130–141. doi:10.1111/ldrp.12103

Ing, M., Webb, N. M., Franke, M. L., Turrou, A. C., Wong, J., Shin, N., & Fernandez, C. H. (2015). Student participation in elementary mathematics classrooms: The missing link between teacher practices and student achievement? Educational Studies in Mathematics, 90(3), 341–356. doi:10.1007/s10649-015-9625-z

Jitendra, A. K., & Woodward, J. (2019). The role of visual representations in mathematical word problems. In D. C. Geary, D. B. Berch, & K. M. Koepke (Eds.), Mathematical cognition and learning: Cognitive foundations for improving mathematical learning (Vol. 5, pp. 269–294). Academic Press. doi:10.1016/B978-0-12-815952-1.00011-6

Jitendra, A. K., Alghamdi, A., Edmunds, R., McKevett, N. M., Mouanoutoua, J., & Roesslein, R. (2021). The effects of tier 2 mathematics interventions for students with mathematics difficulties: A meta-analysis. Exceptional Children, 87(3), 307–325. doi:10.1177/0014402920969187

Jitendra, A. K., Dupuis, D. N., Star, J. R., & Rodriquez, M. C. (2016). The effects of schema-based instruction on the proportional thinking of students with mathematics difficulties with and without reading difficulties. Journal of Learning Disabilities, 49(4), 354–367. doi:10.1177/0022219414554228

Jitendra, A. K., Nelson, G., Pulles, S. M., Kiss, A. J., & Houseworth, J. (2016). Is mathematical representation of problems an evidence-based strategy for students with mathematics difficulties? Exceptional Children, 83(1), 8–25. doi:10.1177/0014402915625062

Jitendra, A. K., Petersen-Brown, S., Lein, A. E., Zaslofsky, A. F., Kunkel, A. K., Jung, P. G., & Egan, A. M. (2015). Teaching mathematical word problem solving: The quality of evidence for strategy instruction priming the problem structure. Journal of Learning Disabilities, 48(1), 51–72. doi:10.1177/0022219413487408

Jitendra, A. K., Star, J. R., Dupuis, D. N., & Rodriguez, M. C. (2013). Effectiveness of schema-based instruction for improving seventh-grade students’ proportional reasoning: A randomized experiment. Journal of Research on Educational Effectiveness, 6(2), 114–136. doi:10.1080/19345747.2012.725804

Jitendra, A. K., Star, J. R., Rodriguez, M., Lindell, M., & Someki, F. (2011). Improving students’ proportional thinking using schema-based instruction. Learning and Instruction, 21(6), 731­­­–745. doi:10.1016/j.learninstruc.2011.04.002

Jordan, N. C., Dyson, N. I., Devlin, B. L., & Gesuelli, K. A. (2023). Developing fraction sense in students with mathematics learning difficulties: From research to practice. In Mathematical cognition and understanding: Perspectives on mathematical minds in the elementary and middle school years (pp. 259–280). Springer International Publishing. doi:10.1080/09362835.2020.1727328

Jordan, N. C., Dyson, N., Guba, T. P., Botello, M., Suchanec-Cooper, H., & May, H. (2024). Exploring the impact of a fraction sense intervention in authentic school environments: An initial investigation. Journal of Experimental Child Psychology, 244. doi:10.1016/j.jecp.2024.105954

Kingsdorf, S., & Krawec, J. (2014). Error analysis of mathematical word problem solving across students with and without learning disabilities. Learning Disabilities Research & Practice, 29(2), 66–74. doi:10.1111/ldrp.12029

Kingsdorf, S., & Krawec, J. (2016). A broad look at the literature on math word problem-solving interventions for third graders. Cogent Education, 3. doi:10.1080/2331186X.2015.1135770

Krawec, J. L. (2014). Problem representation and mathematical problem solving of students of varying math ability. Journal of Learning Disabilities, 47(2), 103–115. doi:10.1177/0022219412436976

Lei, Q., & Xin, Y. P. (2023). A synthesis of mathematical word problem‐solving instructions for English learners with learning disabilities in mathematics. Review of Education, 11(2). doi:10.1002/rev3.3396

McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center. https://ceedar.education.ufl.edu/wp-content/uploads/2017/07/CEC-HLP-Web.pdf

Meadows Center for Preventing Educational Risk. (2018). 10 key policies and practices for teaching English language learners. University of Texas at Austin. https://www.readingrockets.org/topics/english-language-learners/articles/10-key-policies-and-practices-teaching-english-language

Middle School Matters Institute. (2017). Word problem structures: Student reference cards. https://repositories.lib.utexas.edu/items/135cc005-ed41-44d3-8f36-19aa1d2e9c32

Montague, M., Enders, C., & Dietz, S. (2011). Effects of cognitive strategy instruction on math problem solving of middle school students with learning disabilities. Learning Disability Quarterly, 34(4), 262–272. doi:10.1177/0731948711421762

Montague, M., Krawec, J., Enders, C., & Dietz, S. (2014). The effects of cognitive strategy instruction on math problem solving of middle-school students of varying ability. Journal of Educational Psychology, 106(2), 469–481. doi:10.1037/a0035176

Morales, R. V., Shute, V. J., & Pellegrino, J. W. (1985). Developmental differences in understanding and solving simple mathematics word problems. Cognition and Instruction, 2(1), 41–57. doi:10.1207/s1532690xci0201_2

Morano, S., Flores, M. M., Hinton, V., & Meyer, J. (2020). A comparison of concrete-representational-abstract and concrete-representational-abstract-integrated fraction interventions for students with disabilities. Exceptionality, 28(2), 77–91. doi:10.1080/09362835.2020.1727328

Myers, J. A., Witzel, B. S., Powell, S. R., Li, H., Pigott, T. D., Xin, Y. P., & Hughes, E. M. (2022). A meta-analysis of mathematics word-problem solving interventions for elementary students who evidence mathematics difficulties. Review of Educational Research, 92(5), 695–742. doi:10.3102/00346543211070049

National Assessment for Educational Progress. (2024). The nation’s report card: Mathematics. National achievement level results: 12th grade [Data set]. https://www.nationsreportcard.gov/reports/mathematics/2024/g12/

National Assessment of Educational Progress. (2022). The nation’s report card: Mathematics. National achievement level results: 4th grade [Data set]. https://www.nationsreportcard.gov/mathematics/nation/achievement/?grade=4

National Assessment of Educational Progress. (2022). The nation’s report card: Mathematics. National achievement level results: 8th grade [Data set]. https://www.nationsreportcard.gov/mathematics/nation/achievement/?grade=8

National Assessment of Educational Progress. (2024). The nation’s report card: Mathematics. National achievement level results: 4th grade [Data set]. https://www.nationsreportcard.gov/reports/mathematics/2024/g4_8/?grade=4

National Assessment of Educational Progress. (2024). The nation’s report card: Mathematics. National achievement level results: 8th grade [Data set]. https://www.nationsreportcard.gov/reports/mathematics/2024/g4_8/?grade=8

National Center for Education Progress. (2019). The nation’s report card: Mathematics. National achievement level results: 12th grade [Data set]. https://www.nationsreportcard.gov/mathematics/nation/achievement/?grade=12

National Center for Education Statistics. (2015). Selected findings from TIMSS 2015 U.S. performance in mathematics at grades 4 and 8 [Data set]. https://nces.ed.gov/timSS/findings15.asp

National Center on Intensive Intervention. (2016). Principles for designing intervention in mathematics. Office of Special Education, U.S. Department of Education. http://www.intensiveintervention.org/sites/default/files/Princip_Effect_Math_508.pdf

National Council of Teachers of Mathematics. (2000). Executive summary: Principles and standards for school mathematics. https://www.nctm.org/uploadedFiles/Standards_and_Positions/PSSM_ExecutiveSummary.pdf

National Governors Association Center for Best Practices & Council of Chief State School

National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards for mathematics. https://web.archive.org/web/20181008031855/http://www.corestandards.org/wp-content/uploads/Math_Standards1.pdf

National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. U.S. Department of Education. https://files.eric.ed.gov/fulltext/ED500486.pdf

New York State Education Department. (2019). New York state next generation: Mathematics learning standards. https://www.nysed.gov/sites/default/files/programs/standards-instruction/nys-next-generation-mathematics-p-12-standards.pdf

Orosco, M. J. (2014). Word problem strategy for Latino English language learners at risk for math disabilities. Learning Disability Quarterly, 37(1), 45–53. doi:10.1177/0731948713504206

Peltier, C., & Vannest, K. J. (2017). Using the concrete representational abstract (CRA) instructional framework for mathematics with students with emotional and behavioral disorders. Preventing School Failure: Alternative Education for Children and Youth. doi:10.1080/1045988X.2017.1354809

Peng, P., Liu, Y., Li, S., Namkung, J., Chow, J., & Lin, L. (2025). Exploring the effectiveness of word-problem strategy and strategy combinations: A systematic review and network meta-analysis. Educational Psychology Review, 37(3). doi:10.1007/s10648-025-10057-9

Pfannenstiel, K. H., Pedrotty Byrant, D., Bryant, B. R., & Porterfield, J. A. (2015). Cognitive strategy instruction for teaching word problems to primary-level struggling learners. Intervention in School and Clinic, 50(5), 291–296. doi:10.1177/1053451214560890

Powell, S. (2017, October). Evidence-based practices related to problem solving [PowerPoint slides].

Powell, S. R., Berry, K. A., Fall, A. M., Roberts, G., Fuchs, L. S., & Barnes, M. A. (2021). Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention. Journal of Educational Psychology, 113(5), 898–910. doi:10.1037/edu0000513

Powell, S. R., Bouck, E. C., Sutherland, M., Clarke, B., Arsenault, T. L., & Freeman-Green, S. (2023). Essential components of math instruction. TEACHING Exceptional Children, 56(1), 14–24. doi:10.1177/00400599221125892

Powell, S. R., Doabler, C. T., Akinola, O. A., Therrien, W. J., Maddox, S. A., & Hess, K. E. (2020). A synthesis of elementary mathematics interventions: Comparisons of students with mathematics difficulty with and without comorbid reading difficulty. Journal of Learning Disabilities, 53(4), 244–276. doi:10.1177/0022219419881646

Provasnik, S., Malley, L., Stephens, M., Landeros, K., Perkins, R., & Tang, J. H. (2016). Highlights from TIMSS and TIMSS advanced 2015: Mathematics and science achievement of U.S. students in grades 4 and 8 and in advanced courses at the end of high school in an international context. U.S. Department of Education, National Center for Education Statistics. https://nces.ed.gov/pubs2017/2017002.pdf

Rittle-Johnson, B., & Star, J. (2010). Evidence-based practices for supporting understanding and skill in mathematics [Webinar]. Carnegie Learning.

Rittle-Johnson, B., & Star, J. R. (2009). Compared with what? The effects of different comparisons on conceptual knowledge and procedural flexibility for equation solving. Journal of Educational Psychology, 101(3), 529–544. doi:10.1037/a0014224

Rojo, M., Gersib, J., Powell, S. R., Shen, Z., King, S. G., Akther, S. S., Arsenault, T. L., Bos, S., Lariviere, D. O., & Lin, X. (2024). A meta-analysis of mathematics interventions: Examining the impacts of intervention characteristics. Educational Psychology Review, 36, 9. doi:10.1007/s10648-023-09843-0

Stevens, E. A., & Powell, S. R. (2016). Focus on inclusive education: Unpacking word problems for diverse learners: A guide to using schemas. Childhood Education, 92(1), 86–91. doi:10.1080/00094056.2016.1134253

Stewart, A. A., Scammacca, N., Lee, Y. R., & Cappelli, P. (2025). Exploring differences between cognition, reading, math, and attention scores in students with disabilities: A systematic review. Learning Disability Quarterly, 49(1), 39–53. doi:10.1177/07319487251318352

Strickland, T. K. (2016). Using the CRA-I strategy to develop conceptual and procedural knowledge of quadratic expressions. TEACHING Exceptional Children, 49(2), 115–125. doi:10.1177/0040059916673353

Tennessee Department of Education. (2021). Standards for mathematical practice. https://www.tn.gov/content/dam/tn/education/standards/math/std_math_standards_mathematical_practice.pdf

U.S. Department of Education, National Center for Education Statistics. (2024). TIMSS 2023 U.S. highlights web report (NCES 2024-184). https://nces.ed.gov/timss/results23/index.asp

U.S. Department of Education. (n.d.) Exemplary mathematics programs.

Understanding Language. (2013). Guidelines for design of mathematics instruction and materials for ELLs. https://storage.googleapis.com/gse-website-archive/understandinglanguage/ul.stanford.edu/sites/default/files/resource/2021-02/3.Guidelines%20for%20Math%20Instructional%20Materials%20Development%208-14-13%20copy.pdf

van Garderen, D., Scheuermann, A., & Jackson, C. (2012). Developing representational ability in mathematics for students with learning disabilities: A content analysis of grades 6 and 7 textbooks. Learning Disability Quarterly, 35(1), 24–38. doi:10.1177/0731948711429726

van Garderen, D., Scheuermann, A., & Jackson, C. (2012). Examining how students with diverse abilities use diagrams to solve mathematics word problems. Learning Disability Quarterly, 36(3), 145–160. doi:10.1177/0731948712438558

van Garderen, D., Scheuermann, A., & Poch, A. (2014). Challenges students identified with a learning disability and as high-achieving experience when using diagrams as a visualization tool to solve mathematics word problems. ZDM, 46(1), 135–149. doi:10.1007/s11858-013-0519-1

Warner-Griffin, C., Handley, G., Dalton, B., & Herget, D. (2024). TIMSS 2023 U.S. highlights web report [NCES 2024-184]. U.S. Department of Education, National Center for Education Statistics. https://nces.ed.gov/use-work/resource-library/report/first-look-ed-tab/timss-2023-u-s-highlights-web-report

What Works Clearinghouse, & National Center for Educational Evaluation. (2012). Improving mathematics problem solving in grades 4 through 8. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/mps_pg_052212.pdf

Willcutt, E. G., Petrill, S. A., Wu, S., Boada, R., DeFries, J. C., Olson, R. K., & Pennington, B. F. (2013). Comorbidity between reading disability and math disability: Concurrent psychopathology, functional impairment, and neuropsychological functioning. Journal of learning disabilities, 46(6), 500–516. doi:10.1177/0022219413477476

Zorfass, J., Han, A., & PowerUp WHAT WORKS. (n.d.). Using visual representations in mathematics. http://www.ldonline.org/article/61885/

Executive Summary: Principles and Standards for School Mathematics

This document provides an overview of the six principles, as well as the Pre-K–12 curriculum standards, necessary for a high-quality mathematics education.

Guidelines for Design of Mathematics Instruction and Materials for ELLs

This document provides detailed guidelines specific to ELs that teachers can use to assess curricular materials and design instruction.

Word Problem Types: Reference and Cue Cards

These teacher reference cards for various schema-based mathematics word problems cover ratios and proportions, combinations, comparisons, and change or join type problems, among others.

Prekindergarten and Kindergarten Read-Aloud Routine for Building Math Language and Conceptual Understanding

This document offers information on the TEMPLE (Teaching Early Math by Providing Language Exploration) Read-Alouds routine in which educators read books to young children and incorporate interactive elements. Among other things, it includes a list of mathematics concepts for prekindergarten and kindergarten, a step-by-step planning guide, and sample lesson outlines.

What Works Clearinghouse

This U.S. Department of Education site offers a variety of mathematics-related resources, such as the following practice guides (listed in order by publication date):

• Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades—This resource provides an overview of evidence-based mathematics interventions for students with MLD in Grades K–6.
• Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students—This resource provides steps and troubleshooting tips for teaching algebra to secondary students.
• Teaching Math to Young Children—This resource provides steps and troubleshooting tips for teaching math to young students in preschool, pre-K, and kindergarten.
• Improving Mathematical Problem Solving in Grades 4 Through 8— This resource provides steps for further developing the mathematical problem-solving skills of students in fourth through eighth grade.
• Developing Effective Fractions Instruction for Kindergarten Through 8th Grade—This resource provides steps for further developing students’ comprehension related to fractions.
• Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools—This resource provides steps for using response to intervention (RTI) for struggling learners in mathematics.

Best Evidence Encyclopedia

This online resource offers information on the researched evaluations of numerous educational programs and practices in a coherently arranged and easy-to-navigate format. These include technical reports on the effectiveness of technology in mathematics, elementary mathematics, and middle and high school mathematics.

Evidence for ESSA (Evidence-Based Math Programs)

Developed by the Center for Research and Reform in Education (CRRE) at Johns Hopkins University School of Education, this unique and interactive website simplifies the task of finding evidence-based mathematics programs that also meet the standards established under the Every Student Succeeds Act. Visitors can easily sort results by grade level, evidence base, program features, and the students for whom the programs were specifically designed.

National Center on Intensive Intervention

The National Center on Intensive Intervention hosts and provides links to resources on an incredible number of academic topics and instructional practices. Among their offerings related to mathematics are sample lessons and activities, a wide variety of instructional videos, diagnostic assessments, and resources for intensive interventions, among much more.