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Instructional Strategies for Mathematics in the Early Grades

This document is intended for program and curriculum experts interested in implementing evidence-based early grade mathematics programs. It was developed by the authors of this document, who are mathematics teaching and learning experts with extensive experience adapting evidence-based practices in low and middle-income contexts. Our collective field and research experience, combined with the existing evidence base, led us to focus on four instructional strategies that are key to effective mathematics instruction:
1. Respecting developmental progressions
2. Using mathematical models to represent abstract notions
3. Encouraging children to explain and justify their thinking
4. Making explicit connections for children between formal and informal math
While these four instructional strategies are very important, they are not the only instructional strategies that can result in improved learning outcomings. Effective early grade mathematics teachers draw from an extensive repertoire of evidence-based instructional strategies and strive to create a learning environment that supports the development of positive mathematical identities.
Sitabkhan, Yasmin
Evans, Norma
Ngware, Moses
Platas, Linda
Davis, Jeff
Ketterlin-Geller, Leanne
Perry, Lindsey
Ralaingita, Wendi
Srikantaiah, Deepa
Earnest, Darrell
Lutfeali, Shirin
Pinto, Christabel
Smith, Kristy
Mathematics Working Group
Date Published: 
October 1, 2019
Publication Type: 
Working Papers
Policy Papers
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