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The Role of Tier I Mathematics Instruction in Elementary and Middle Schools: Promoting Mathematics Success

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Handbook of Response to Intervention

Abstract

The purpose of this chapter is to describe effective mathematics instructional programs delivered in general education settings by elementary classroom and middle school mathematics teachers. Following a discussion of critical mathematical concepts and skills and the role of instructional practices in enhancing learning for all students and in preventing mathematics difficulties before they become intractable, instructional design features that promote the mathematical development of struggling students are highlighted. This chapter also describes the nature and results of specific mathematics instructional programs in elementary and middle schools to understand the instructional conditions that need to be in place to promote mathematics success. Finally, study limitations and recommendations for future research are discussed.

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Author information

Authors and Affiliations

  1. Department of Educational Psychology, University of Minnesota, 56 E. River Road, 250 Education Science Building, 55455, Minneapolis, MN, USA

    Asha K. Jitendra & Danielle N. Dupuis

Authors
  1. Asha K. Jitendra
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  2. Danielle N. Dupuis
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Correspondence to Asha K. Jitendra .

Editor information

Editors and Affiliations

  1. University of California, Santa Barbara Gevirtz Graduate School of Education, Santa Barbara, California, USA

    Shane R. Jimerson

  2. University of Missouri, Columbia, Missouri, USA

    Matthew K. Burns

  3. Education Research & Consulting, Inc., FAIRHOPE, Alabama, USA

    Amanda M. VanDerHeyden

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Jitendra, A., Dupuis, D. (2016). The Role of Tier I Mathematics Instruction in Elementary and Middle Schools: Promoting Mathematics Success. In: Jimerson, S., Burns, M., VanDerHeyden, A. (eds) Handbook of Response to Intervention. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-7568-3_13

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