Supporting students with math difficulties with Sarah Powell (Ep 41)
Feb 7, 2025
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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.
The recent NCTM/CEC position statement fails to include critical evidence-based practices like explicit instruction for teaching students with math disabilities.
Explicit instruction is emphasized as an essential strategy that deeply engages students and helps them understand complex mathematical concepts.
Educators and policymakers must prioritize research-backed teaching practices to prevent widening achievement gaps for students facing math difficulties.
Deep dives
Critique of NCTM and CEC Position Statement
The recent joint position statement by the National Council of Teachers of Mathematics (NCTM) and the Council for Exceptional Children (CEC) has faced criticism for its failure to adequately address the educational needs of students with math disabilities. The statement emphasizes the right of students with disabilities to access high-quality instruction but lacks essential research-based practices, particularly systematic instruction. Critics argue that many of the recommendations stem from beliefs rather than evidence, leaving key strategies absent that could effectively support these students. This omission not only undermines the importance of evidence-based teaching practices but also restricts educators' abilities to provide meaningful instruction to those who need it most.
Prevalence of Math Disabilities
It is estimated that approximately three to seven percent of students face what is referred to as a math disability, which is often associated with difficulties in understanding mathematical concepts and operations. The discussion underscores not only the students with identified disabilities but also the broader group of students, estimated at over 60% in certain grades, who struggle with math without formal recognition. Many students in the US and Canada experience ongoing challenges in mathematics, and these difficulties compound over time, affecting their future learning prospects. As a result, targeted interventions and effective instructional strategies are essential for bridging these gaps and enhancing student outcomes.
Importance of Evidence-Based Practices
The podcast emphasizes the moral and ethical responsibility of educators and policymakers to follow evidence-based practices in teaching math. Explicit instruction is highlighted as a crucial method for effective math instruction, as it encompasses modeling and guided practice, which significantly engage students in their learning process. Research supports the use of explicit instruction as a foundational strategy for helping students grasp complex mathematics concepts, especially those with disabilities. However, the joint position statement lacks a focus on such practices, which raises concerns about how it may influence instructional practices across schools.
Consequences of Ignoring Research
When educational policies fail to prioritize research-backed teaching practices, students with disabilities risk missing out on vital math instruction, leading to widening achievement gaps. The cumulative nature of math learning means that every year of ineffective teaching can result in foundational gaps, making future learning increasingly challenging. Low proficiency levels in fundamental math skills can set students up for failure in more advanced topics, perpetuating a cycle of underachievement. Addressing each student's individual needs through proven methods is therefore essential to ensure they can progress successfully through their education.
Call for Improved Instructional Guidelines
The podcast discussion concludes with a call to action for educators to seek out research-based instructional practices and demand that these be included in policy recommendations. Teachers are encouraged to take the initiative by referencing useful practice guides, such as those provided by the What Works Clearinghouse, which outline effective strategies that should inform their teaching. Additionally, parents and caregivers can play a vital role by advocating for evidence-based practices in their children's classrooms to ensure accountability and quality in math instruction. Overall, the urgent need for structured guidelines that prioritize research-backed methods is emphasized to enhance teaching effectiveness for all students.
Join Anna Stokke in conversation with Dr. Sarah Powell, a leading expert in teaching students with math difficulties. They discuss the shortcomings of a recent joint position statement by the National Council of Teachers of Mathematics (NCTM) and the Council for Exceptional Children (CEC) on teaching math to students with disabilities.
Sarah critiques the statement’s failure to include critical evidence-based practices, such as explicit instruction, and its reliance on vague or unsupported recommendations. She highlights research-backed strategies that can truly help students struggling with math, emphasizing the ethical responsibility of educators, policymakers, and advocates to ensure effective math instruction. Sarah also co-authored a response to the position statement.
Note: The resource page for this episode contains a link to the NCTM/CEC position statement, Sarah’s group’s response, and other articles mentioned in the episode: annastokke.com/ep-41-resources
TIMESTAMPS
00:00 Introduction
05:06 Understanding math disabilities
08:19 The NCTM/CEC position statement
17:06 Does growth mindset help math outcomes?
17:53 Is UDL evidence based?
21:57 Evidence-based practices for teaching math
29:07 The omission of explicit instruction
30:55 Why explicit instruction is important
35:51 The IES practice guide
38:50 Consequences of poor instruction
41:44 The Influence of NCTM and CEC
43:26 Recommendations for effective math instruction
49:43 Preventing math difficulties
56:02 Final thoughts