Math Myth Busters: Debunking Common Misunderstandings With MTSS Implementation (SY011)

Tuesday, February 18, 2020
4:00 PM–5:20 PM

  • PMD: 3,5
  • Skill Level: Intermediate

Learner Objectives

This session will help participants…

  1. identify six popular ideas related to mathematics instruction and intervention that are myths,
  2. describe the best available scientific evidence that dispels each myth, and
  3. provide talking points to challenge the myths and recommend alternatives that will enhance the implementation of MTSS.

Description

This symposium will expose six prevalent myths about mathematics instruction and intervention that have caused stagnation in the application of MTSS. Myths include (a) explicit instruction is harmful to some, but discovery instruction is effective for all, (b) algorithms are dangerous, (c) timed tests cause anxiety, (d) conceptual understanding is necessary for procedural knowledge, (e) executive functioning matters, and (f) fact fluency is unimportant. A national expert will discuss implications and provide evidence-based alternatives for practice.

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Presenter(s)

Robin S. Codding, University of Minnesota
Amanda M. VanDerHeyden, Private Consultant
Matthew K. Burns, University of Missouri
Kimberly A. Gibbons, University of Minnesota

Letter to Supervisor

Looking for a concise way to pitch the convention to your employer? This letter and the corresponding talking points are here to help!

Preliminary Brochure

Share our NASP 2021 preliminary brochure with your supervisor along with the above letter.