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Direct linkDoabler, Christian T.; Gearin, Brian; Baker, Scott K.; Stoolmiller, Mike; Kennedy, Patrick C.; Clarke, Ben; Nelson, Nancy J.; Fien, Hank; Smolkowski, Keith – Journal of Learning Disabilities, 2019
Opportunities for practice play a critical role in learning complex behaviors. In the context of explicit mathematics instruction, practice facilitates systematic opportunities for students with mathematics difficulties (MD) to learn new mathematics content and apply such knowledge and skills to novel mathematics problems. This study explored…
Descriptors: Mathematics Instruction, Kindergarten, Young Children, Mathematics Achievement
Doabler, Christian T.; Gearin, Brian; Baker, Scott K.; Stoolmiller, Mike; Kennedy, Patrick C.; Clarke, Ben; Nelson, Nancy J.; Fien, Hank; Smolkowski, Keith – Grantee Submission, 2019
Opportunities for practice play a critical role in learning complex behaviors. In the context of explicit mathematics instruction, practice facilitates systematic opportunities for students with mathematics difficulties (MD) to learn new mathematics content and apply such knowledge and skills to novel mathematics problems. This study explored…
Descriptors: Mathematics Instruction, Kindergarten, Young Children, Mathematics Achievement
Doabler, Christian T.; Stoolmiller, Mike; Kennedy, Patrick C.; Nelson, Nancy J.; Clarke, Ben; Gearin, Brian; Fien, Hank; Smolkowski, Keith; Baker, Scott K. – Assessment for Effective Intervention, 2019
A growing body of research suggests that the effects of core mathematics instruction on student mathematics outcomes may not be uniform across different skill levels in mathematics. This study investigated the extent to which observed components of explicit mathematics instruction explained why students' initial mathematics achievement was…
Descriptors: Direct Instruction, Kindergarten, Mathematics Instruction, Mathematics Skills
