Improving Teachers' Mathematics Instruction for Middle School Students at Risk/With Disabilities: Collaboration to Support Algebraic Readiness

• In Event: Moscone Center West Roundtable Session 12
  In Roundtable Session: From Geometry to Sex Education: What and How We Teach Matters

Abstract

Project STAIR (Supporting Teaching of Algebraic Individual Readiness) is a federally funded project aimed at improving the algebra readiness of middle school students at-risk or with learning disabilities in mathematics. Implementation has been focused on the process of systematic data-based individualization (DBI), assessment, and evidenced based instructional practices through professional development (PD) and ongoing coaching. During 2018-2019, we worked in 4 school districts with 22 teachers and 53 students to implement, and iteratively refine our approach following collaboration with the districts. After project participation, 50% of teachers improved instructional practices and 69% of students improved algebra readiness scores related to quantity discrimination. Follow up focus groups and interviews with administrators are helping to refine the project for the coming years.

Authors

• Erica S. Lembke, University of Missouri

• Sarah Rannells Powell, The University of Texas at Austin

• Leanne R. Ketterlin-Geller, Southern Methodist University

• Adam E. Smith, EF+Math