ABSTRACT
Students who struggle with mathematics have a variety of learning characteristics that affect their response to instruction. Of the many instructional designs used by teachers, research studies have demonstrated that explicit instruction is the most effective with these students (Gersten et al., 2009). In this chapter we will first examine important instructional considerations for students who are not making adequate progress, then describe the critical elements of explicit instruction that help meet these students’ needs, and finally discuss how explicit instruction improves students’ motivation.
