ABSTRACT
A growing body of research describes practices that are effective for teaching mathematics in the general education classroom. Students who are mathematically proficient may succeed without the benefit of high-quality instruction, but best practice is essential for struggling learners. Consistently implementing evidence-based practices is therefore the first step in supporting at-risk students. In this chapter we will discuss recommendations for effective mathematics instruction in the core curriculum, followed by a summary of additional recommendations for supporting individuals who struggle with mathematics. Each of these recommendations will be discussed in more detail in subsequent chapters. Readers interested in an overview of the recommendations, as well as a discussion of the rationale and research supporting each recommendation, will find this chapter useful. Readers looking for suggestions about how to implement a particular intervention may find it more useful to go directly to the chapter of interest.
