In this video, Ralph P. Ferretti, Professor of Education and Psychological & Brain Sciences at the University of Delaware explain why it is important to consider both the study quality and the study results when determining the evidence base of an intervention.
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In this video, Sarah Powell, Assistant Professor in the Department of Special Education at the University of Texas at Austin, discusses key considerations when teaching students with math difficulty.
In this video, Lucille Eber, E.D.., Statewide Coordinator of Illinois’ Emotional and Behavioral Disabilities (EBD) Network, discusses how behavioral support staff can assist and collaborate with general education teachers to support students with intensive behavioral needs.
This video demonstrates how to use the set model to add fractions with unlike denominators. The set model allows students to easily find like denominators and manipulate pieces of the fraction in order to perform computation; however, using the set model in this instance does require many steps and students need to remember that whole is represented by a set of chips (in this case, 12 chips). Beginners and students who struggle may benefit from a visual checklist to use while performing addition of fractions with unlike denominators using the set model.
This video demonstrates how to use benchmark fractions, such as ½, to compare fractions with unlike denominators. When students show that they are proficient comparing fractions using concrete manipulatives or pictorial representations, they may be ready to compare fractions using reasoning strategies without representations. For beginners and for students who struggle, it may also be important for teachers to model to students how to check their work using other tools, such as fraction tiles.
This video shows how to use the set model to represent fractions, such as 1/2. In the set model, the whole is represented by a set of objects, such as two-colored chips. Individual chips within the set, represent the fractional parts. It is important that students be exposed to the set model because fractions in real-world settings are often represented this way.
This video demonstrates how to use fraction circles to help students compare the value of several fractions with different numerators and denominators. The use of direct modeling with concrete manipulatives, such as fractions circles, allows students to develop conceptual understanding of fractions before they attempt to compare fractions without concrete manipulatives or pictorial representations. After students have had multiple opportunities to practice comparing fractions with concrete manipulatives, they may be ready to use other strategies such as mental images and reasoning strategies.
This video demonstrates how to use fraction tiles to explore how different fractions can be equivalent to the same value, such as 1/5 and 2/10. It is important for students to understand that fractions have multiple representations because they can apply this knowledge to compare fractions, find common denominators, and perform computation with fractions.
This video shows how manipulatives can be used to explain multiplicative problem structures to students who are just beginning to use multiplication strategies.
This video describes how to use the partial sums strategy with addition. The problem in this video requires regrouping; however, the partial sums strategy eliminates the regrouping procedure. The partial sums strategy is typically performed left to right and focuses on adding only part of each multi-digit number at a time (e.g., only adding digits in the hundreds column to determine the partial sum of hundreds, followed by only adding digits in the tens column to determine the partial sum of tens, and so on). It may be especially important for students to know and understand the partial sums strategies if they have not yet developed an understanding for regrouping. This strategy is also efficient when all or most of the numbers have the same number of digits.