Mathematics

Arizona Department of Education AT Short Term Loan Library
Arizona Department of Education, Exceptional Student Services works in partnership with Northern Arizona University Institute for Human Development Arizona Technology Access Program to make available at no cost, a wide variety of assistive technology devices, equipment, software and professional development materials to school personnel in order to improve access to assistive technology.
Publisher: Arizona Department of Education

Changing Mathematical Beliefs and Achievement: The Synergies of Mindset Ideas and Effective Teaching
This paper reviews research showing the importance of changing students’ mindsets and mathematical beliefs and the promising research that has shown the impact of infusing mindset ideas through the teaching of mathematics. This paper proposes a shift in focusing solely on positive mindset messages towards the reorganization of learning environments and teaching approaches.
Authors: Jo Boaler, Jack Dieckmann, and Riley Loos
Publication Date: January 2024
Publisher: Stanford University

Continuing the Journey: Mathematics Learning 2021 and Beyond
This document addresses three key areas that have implications for access to high-quality mathematics teaching and learning. The three areas are a focus on grade-level content; comprehensive instruction, effective teaching practices; and planning for advocacy.
Publication Date: July 2021
Publisher: National Council of Teachers of Mathematics and Leadership in Mathematics Education

Evidence-Based Practices for Algebra I Access, Placement, and Success
This research brief focuses on school- and district-level policy decisions that shape Algebra I pathways and outcomes, such as when students take the course, how they’re placed and what supports promote success. The brief refers to Algebra I as a formal course, typically offered in middle or high school, rather than a set of mathematical concepts.
Author: Elizabeth Huffaker
Publication Date: May 2025
Publisher: EdResearch for Action

Evidence from the National Assessment for Educational Progress-High School Longitudinal Study of 2019 Overlap Sample
This study uses the overlap sample of about 3,500 students who participated both in the High School Longitudinal Study of 2009 and the 2013 Grade 12 National Assessment of Educational Progress (NAEP) mathematics assessment to investigate how mathematics motivation at grades 9 and 11 related to grade 12 NAEP mathematics performance.
Authors: Jizhi Zhang, George Bohrnstedt, Bitnara Jasmine Park, Sakiko Ikoma, Burhan Ogut, and Markus Broer
Publication Date: July 2021
Publisher: American Institutes for Research

Formative Assessment and Feedback Techniques that Engage, Inform and Encourage
This webinar explores everyday use of five classroom-based formative assessment techniques, with attention to applying the techniques and cultivating access for all students to demonstrate their mathematical understandings.
Authors: Francis Fennell, Beth McCord Kobett, and Jonathan Wray
Publication Date: November 2023
Publisher: Corwin

From Data to Action: Individualizing Math Supports to Meet Student Needs
This webinar introduces a data-based, decision-making framework that can help educators determine whether math instructional practices are working for their students and guide adaptations to better address student needs. Practical strategies are shared to help educators use data-based decision making to improve the math outcomes for students.
Authors: Sarah Powell, Erica Lembke, and Brad Witzel
Publication Date: February 2025
Publisher: National Center on Intensive Intervention

Functional Reasoning Part of the Development of Mathematical Reasoning
This infographic defines functional reasoning, which builds on counting strategies, additive thinking, multiplicative reasoning, and proportional reasoning. Visuals describe simultaneity, short and long run behavior, and function versus equation. Four videos provide examples of individual student thinking and functional reasoning.
Publication Date: January 2025
Publisher: Institute of Education Sciences

High-Quality Mathematics Instruction: What Teachers Should Know
This module covers what high-quality mathematics instruction is and why is it important. Explanations of evidence-based mathematics practices teachers can use include explicit, systematic instruction; visual representations; schema instruction; metacognitive strategies; and effective classroom practices.
Publisher: IRIS Center, Vanderbilt University

How to Use Retrieval Practice to Improve Learning
Established by nearly 100 years of research, retrieval practice is a simple learning technique that is easy to implement, with lasting results. This guide discusses how to use retrieval practice to improve learning.
Authors: Pooja Agarwal, Henry Roediger, Mark McDaniel, and Kathleen McDermott
Publication Date: 2020
Publisher: Washington State in St. Louis

Improving Math Proficiency Among Students with Disabilities in K–12 Schools
The University of Mississippi School of Education and the National Center for School-University Partnerships want to develop standard documentation on the current state of math proficiency in public schools, in general, but also in comparison to students with disabilities nationally. This report presents the results of a best practices analysis of math proficiency in K–12 schools, with a specific focus on math proficiency levels among students with disabilities.
Publication Date: June 2025
Publisher: Hanover Research

Infusing EBPs to Improve Middle School Math Instruction
These core instruction modules include opportunities for teachers to practice using evidence-based practices (EBPs) and key examples to increase their own capacity to support all learners. The modules are free and available in PowerPoint format with sample scripting, resources, and handouts for easy school use. The topics included are Embedding Multiple Representations in Middle School Mathematics Classrooms; Increasing Inquiry-Based Questions in Middle School Mathematics Classrooms; and Increasing Student Engagement and Discourse for Students with Mathematics Difficulties and Disabilities.
Author: Kathleen Pfannenstiel
Publication Date: October 2022
Publisher: American Institutes for Research

Interleaving in Math A Research-Based Strategy to Boost Learning
This article discusses how teachers can ensure students are learning math and improving their skills in the short term and the long term with interleaving, the simple strategy of mixing up concepts to be learned, can increase math learning.
Authors: Pooja Agarwal and Anne Agostinelli
Publication Date: Spring 2020
Publisher: American Educator

Lesson Plans to Support High-Quality Middle School Math Instruction
The Teacher Instructional Practices for Algebraic Readiness (TIPS4AR) project collaborated with middle school teachers across the United States to increase their understanding of high-quality evidence-based practices (EBPs). This article includes the project culmination of 30 high-quality lesson plans for middle school teachers that can be taught in core math classes and special education classes.
Authors: Steven Prater and Kathleen Pfannenstiel
Publication Date: November 2022
Publisher: American Institutes for Research

Math at the Core: Middle School
This webpage provides engaging media and integrated activities separated by domain and middle school grade levels. The resources were designed using a responsive approach to engage diverse middle school students through grounding in the real world and connection to relevant issues.
Publisher: PBS Learning Media, Corporation for Public Broadcasting

Math EBPs and HLPs
In this video, learn about math evidence-based practices (EBPs) and high-leverage practices (HLPs). Examine common obstacles for math learners and reflect on how classroom discourse can be an incredible tool for helping students refine their math language and sharpen their conceptual understanding and procedural fluency.
Author: Kathleen Pfannenstiel
Publication Date: December 2023
Publisher: CEEDAR Center