Maths Teaching Strategies

This list of teaching strategies and activities was developed out of a focused

brainstorming process conducted with general education, special education and

English as a Second Language teachers in Minnesota during the 2001-2002 school

year.

Accelerated or individualized math: a system of having students work at different

levels individually in one classroom. They progress by passing tests for each unit and

move at their own pace.

Adjusted speech: teacher changes speech patterns to increase student comprehension.

Includes facing the students, paraphrasing often, clearly indicating most important ideas,

limiting asides, etc.

Curriculum Based Probe: having students solve 2-3 sheets of problems in a set amount

of time assessing the same skill. Teacher counts the number of correctly written digits,

finds the median correct digits per minute and then determines whether the student is at

frustration, instructional, or mastery level.

Daily re-looping of previously learned material: A process of always bringing in

previously learned material to build on each day so that students have a base knowledge

to start with and so that learned structures are constantly reinforced.

Ecological approach/generate data from real life experiences to use in class: involves

all aspects of a child’s life, including classroom, family, neighborhood, and community,

in teaching the child useful life and educational skills.

Explicit timing: timing math seatwork in 30-minute trials that are used to help students

become more automatic in math facts and more proficient in solving problems. Teacher

compares correct problem per minute rate. Used to recycle materials and concepts.

Explicit vocabulary building through random recurrent assessments: Using brief

assessments to help students build basic subject-specific vocabulary and also gauge

student retention of subject-specific vocabulary.