Chalk & Talk Supporting students with math difficulties with Sarah Powell (Ep 41)
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Feb 7, 2025 
In this engaging discussion, Dr. Sarah Powell, a Professor of Special Education at the University of Texas at Austin, critiques a recent joint position statement on math instruction for students with disabilities. She highlights the lack of evidence-based practices, particularly the omission of explicit instruction, and argues for better recommendations to enhance learning outcomes. Powell emphasizes educators' ethical responsibility to employ effective methods and promotes research-backed strategies to tackle math difficulties, ensuring that every student can succeed.
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Math Disability Prevalence
- 3-7% of students have a math disability, often called a specific learning disability or dyscalculia.
- Many more students experience math difficulty without a formal diagnosis.
Increasing Math Difficulty
- 64% of 4th graders, 70% of 8th graders, and 75% of 12th graders in the US don't meet minimum math proficiency.
- These 'minimum levels' are often low bars, indicating widespread math struggles.
Position Statement Shortcomings
- The NCTM/CEC statement champions grade-level content but omits the importance of addressing unfinished learning.
- It also promotes UDL, a framework with limited evidence, raising concerns.