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: The metacognitive strategies is an evidence-based practice where teachers uses cognitive strategies such as mnemonics that helps students to learn and focus on the most relevant information for a math problem. Using metacognitive strategies allow for students to plan (students decide how to appropriate strategy), monitor, and modify the mathematical problems as they are solving the problems. The 2 strategies of metacognition is self-instruction and self- monitoring which the teacher uses explicit instruction to guide students in the problem solving process. Using self-talk and checklist are methods that teachers model this when solving math problems.

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Bryant, D. P. (2020). What evidence-based mathematics practices can teachers employ? Retrieved July 13, 2020, from https://iris.peabody.vanderbilt.edu/module/math/cresource/q2/p07/

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Concept mapping is the evidence-based and it is a high-impact teaching strategy. Concept mapping is how the information will be represent and organized into interrelated knowledge visually. Students benefit from the use of concept mapping because the new information fits in with students already know and it allows students to see how the information fits together. This is great for tying in previous math concepts to new ones that are introduced.

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Teachers Use Concept Mapping to Illustrate how concepts are related to one another

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Teachers Use Concept Mapping to Illustrate how concepts are related to one another

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Horton, P., McConney, A., Gallo, M., Woods, A., Senn, G., & Hamelin, D. (2006, August 22). An investigation of the effectiveness of concept mapping as an instructional tool. Retrieved July 13, 2020, from https://onlinelibrary.wiley.com/doi/abs/10.1002/sce.3730770107

Killian, S. (2020, January 25). How to Use Concept Mapping in Teaching & Learning. Retrieved July 13, 2020, from https://www.evidencebasedteaching.org.au/concept-mapping-complete-guide/

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This evidence based strategy is a graphic outlines can be used to help students understand the interrelationships between the connections of what was learned and what students have learned. Examples of this include mind maps , flow charts, and Venn diagrams. It is recommended to use the graphic summary at the end of your show and tell. Teachers can have the students fill in what they have learned in the summary graphic.

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Killian, S. (2019, November 22). Evidence Based Teaching Strategies - The Core List. Retrieved July 12, 2020, from https://www.evidencebasedteaching.org.au/evidence-based-teaching-strategies/

Wise, M. (2019, January 22). Increasing the Value of Graphic Organizers. Retrieved July 12, 2020, from https://www.edutopia.org/article/increasing-value-graphic-organizers

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This evidence based strategy is to be conducted after the teacher has instructed the students on the learning goal through modeling and practiced. Teachers can randomly select students to check for understanding after a lesson by using a clicker, Popsicle sticks, or names drawn from a cup. Using a all student response system  by using hand signals, true/false cards, and mini whiteboards can allow for the teacher to check for understanding.

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Killian, S. (2019, November 22). Evidence Based Teaching Strategies - The Core List. Retrieved July 12, 2020, from https://www.evidencebasedteaching.org.au/evidence-based-teaching-strategies/

Bogdanovich, P (2014, July 14). The Importance of Checking for Understanding. Retrieved July 12, 2020, from https://dataworks-ed.com/blog/2014/07/the-importance-of-checking-for-understanding/

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Show and Tell (Modeling) is a strategy teachers use to share information or knowledge to students through telling and demonstrating through modeling on how to do something. Teachers need to communicate with students what they need to know and by showing the teacher is showing how the strategy should be used. Teachers show then tell and allow the students to demonstrate what was presented though the lesson goal. The model for Show and Tell is called, “I Do, We Do, You Do.” This model allows for the teacher to show and tell, students do demonstrate the math strategy with the teacher, then the students do it by themselves.

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Figliole, D. M. (2013). Evidence-based practices for teaching mathematics to ... Retrieved July 12, 2020, from https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1204&context=ehd_theses

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Guided Practice allows for students to retain the knowledge that they learned when the teacher presented the mini lesson through show and tell. All practice activities need to be connected to the learning goal. When students are in guided practice, it can be hosted in small groups or independently. The teacher will need to check for understanding and give individual feedback. Guided practice opportunities should be offered within the lesson and independently. Students should have multiple opportunities for guided practice.

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Rules for Guided Math Practice in Groups

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Rules for Guided Math Practice in Groups

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Killian, S. (2019, November 22). Distributed Practice & Massed Practice: What Works Best? Retrieved July 12, 2020, from https://www.evidencebasedteaching.org.au/distributed-practice-massed-practice/

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Peer Interaction is an evidence-based strategy where the instructor puts students into heterogenous groups, and they work together to have discussions about math. For example, students will work independently and then they will “turn and talk” or go to their assigned partner and they discuss what they have learned. It is advised that teachers should group students based on strengths and weaknesses (differentiated groups). Teachers will have to show students how to have peer-to-peer discussions by creating rules and norms. Teachers should encourage high level thinking of questions that will allow for students to compare, contrast, and discuss the approaches they took to solve the math problems. Time can be built at the end of the lesson, small group time, or during the lesson to allow for students to practice with partners.

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Bates, C. (2013, May 01). (PDF) Flexible grouping during literacy centers: A model for differentiating instruction. Retrieved July 12, 2020, from https://www.researchgate.net/publication/289924683_Flexible_grouping_during_literacy_centers_A_model_for_differentiating_instruction

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Schema Instruction is an evidence-based strategy that improves the performance for students in math. Students understand the structure of math problem by recognizing the problem schema. Schema instruction focuses on using mathematical models through using schematic diagrams and the student will need to select the correct strategy to solve the problem. When teaching addition, subtraction, and multiplication schemas, teachers use visual organizers to show students how to solve the problems. Teachers should make sure that students are mastering one schema before introducing a new one.

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Paulsen, K. (2020). What evidence-based mathematics practices can teachers employ? Retrieved July 12, 2020, from https://iris.peabody.vanderbilt.edu/module/math/cresource/q2/p06/#content

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Visual Representation

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Visual Representation

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This evidence based strategy is the use of abstract mathematics concepts to solve problem. Teachers use this strategy as a schematic representation that helps the student have an accurate viewpoint of understanding the problem. Teachers would use manipulative or pictures to assist with giving a better understanding of the math problem. Visual Representations can be used as modeling tools for illustrating math word problems by using number lines, diagrams, strip diagrams, and graphic organizers. 

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This evidence based strategy is the use of abstract mathematics concepts to solve problem. Teachers use this strategy as a schematic representation that helps the student have an accurate viewpoint of understanding the problem. Teachers would use manipulative or pictures to assist with giving a better understanding of the math problem. Visual Representations can be used as modeling tools for illustrating math word problems by using number lines, diagrams, strip diagrams, and graphic organizers. 

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Paulsen, K. (2020). What evidence-based mathematics practices can teachers employ? Retrieved July 12, 2020, from https://iris.peabody.vanderbilt.edu/module/math/cresource/q2/p05/

Boonen, A., Wesel, F., Jolles, J., & Schoot, M. (2017, February 05). The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children. Retrieved July 12, 2020, from https://research.vu.nl/en/publications/the-role-of-visual-representation-type-spatial-ability-and-readin

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Explicit and Systematic Inctruction

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The purpose of using Explicit Instruction is to connect the previous content to the new content of math that will be introduced in the lesson. Teachers use this method to through using modeling and giving clear instructions as well as stating the learning goals to students. Through explicit instruction, the goal is to have the teacher to model out the strategies and demonstrate the concept to the students. The components of explicit instruction is for students to demonstrate the strategies through guided and independent practice.

The purpose of Systematic Instruction is for teachers to present lessons that breaks the complex skills into smaller parts, sequence of tasks based on level of difficulty, and using scaffolds instruction.

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Paulson, K. (2020). What evidence-based mathematics practices can teachers employ? Retrieved July 12, 2020, from https://iris.peabody.vanderbilt.edu/module/math/cresource/q2/p04/

Archer, A. (2011). Explicit Instructions: Effective and Efficient Teaching. Retrieved July 12, 2020, from https://explicitinstruction.org/