ABSTRACT
This chapter focuses on effective instruction in mathematics for students with learning problems. It discusses the mathematics dispositions, key curriculum concepts, student characteristics, and the role of assessment for learning. The chapter introduces broad principles for mathematics instruction and elaborates with classroom examples and evidence from research. It provides global principles for providing mathematics instruction. The chapter also discusses the planning at unit and lesson levels. Planning at the lesson level requires teachers to develop a sequence of lessons using the unit outline and principles for mathematics instruction for guidance. Those guidelines can be used as planning tools for developing units of instruction or intensive interventions. The chapter addresses intensive intervention, highlighting research-based practices for multi-tier system of supports (MTSS) frameworks. Students receiving intensive instruction in a MTSS model or in special education settings require even closer, more frequent monitoring so that instruction can be adjusted.
