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Evidence indicates students are significantly behind in mathematics and that class needs are more heterogeneous, including greater regression for students with disabilities and students who struggle. The document outlines five evidence-based mathematics practices shown to improve conceptual understanding and procedural fluency, and explains how multi-tiered supports can guide instructional decisions and interventions to help learners reach grade-level standards.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fast-fives-five-evidence-based-mathematics-practices-that-teachers-can-employ-to-support-accelerated-learning/585931/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fast-fives-five-evidence-based-mathematics-practices-that-teachers-can-employ-to-support-accelerated-learning/585931.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does accelerated learning address in mathematics?","Question",{"text":112,"@type":113},"It targets learning loss and unfinished learning, including regression and gaps that have grown due to the COVID-19 pandemic.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What makes a practice an evidence-based practice (EBP)?",{"text":117,"@type":113},"An EBP is a practice or strategy proven effective through rigorous research.",{"name":119,"@type":110,"acceptedAnswer":120},"How do multiple representations support students’ learning?",{"text":121,"@type":113},"They build conceptual understanding by presenting skills through concrete, visual/pictorial/semi-concrete, and abstract representations, with instruction connecting these forms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585931,1792568781,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","fast fives  \nFive Evidence-Based Mathematics Practices That Teachers Can Employ to Support Accelerated Learning  \n\n| Accelerated learning, learning loss, unfinished learning, and learning gaps are all terms used to describe the challenges educators will be facing for the next few years as a result of the COVID-19 pandemic.\u003Cbr>Data show that students are 4 months behind in mathematics compared to pre-pandemic benchmarks.1 Moreover, recent data show variability in student need resulting in classes that are more heterogeneous than they were pre-pandemic; yet this is not the first time that students have | regressed in skills or academically struggled in core classrooms. In addition, students with disabilities and students who struggle are showing even greater unfinished learning and a need for additional instruction or accelerated learning to diminish the gap. Thus, the state education agency needs to support local education agencies in providing evidence-based instructional practices in core academic classes and within intervention programs to support students through accelerated | learning as a means to fill in unfinished learning so that students can begin to achieve grade-level standards. Using structures within a Multi-tiered System of Supports will help educators understand various student needs related to mathematics instruction and deliver instructional support that decreases the achievement gap. For more information see Five Considerations  That Educators Can Employ to  Accelerated Learning. |\n| --- | --- | --- |\n|  What Are Evidence-Based Mathematics Instructional Practices? |  |  |\n| Data show that students, especially students with disabilities and students who struggle, may exhibit more academic regression in the area of mathematics because of learning challenges faced during the COVID pandemic. Educators need to maintain high-quality, accelerated mathematics instruction that includes evidence-based practices (EBPs) . An EBP is a practice or strategy that has been proven effective through rigorous research. | This document summarizes five EBPs2 that have been shown to increase student conceptual understanding and procedural fluency for all students but specifically for students with disabilities, students who have difficulties with mathematics, and English language learners. Research has shown that, when educators and interventionistsembed EBPs, students’ conceptual understanding and procedural fluency increase. | |\n| Fast fives | Five Evidence-Based Mathematics Practices That Teachers Can Employ to Support Accelerated Learning | NCSI 2022 |  |  |\n\nf t fi   \n| Five EBPs for Increasing Conceptual Understanding and Procedural Fluency |  |  |  |\n| --- | --- | --- | --- |\n|  | 1. Explicit, Systematic Instruction |  2. Multiple Representations\u003Cbr>Multiple representations help to build student conceptual understanding of mathematics skills by presenting the skills in a way that is different from simply abstract only. Multiple representations include (1)\u003Cbr>concrete; (2) visual, pictorial, or semi-concrete; and (3) abstract representations. The concept of multiple representations is to find the “sweet spot” within instruction. Instruction should include all three types of representations rather than present each representation in isolation or in a linear progression. The intertwining of representations helps students to understand the skills and the relationships between the representations.3\u003Cbr>Concrete: Objects or models that students can manipulate (e.g., base- 10 materials, counters, integer chips, balance, algebra tiles)\u003Cbr>Visual, pictorial, or semi-concrete:\u003Cbr>Pictorial representations of concrete objects or a picture or graphic organizer that represents a problem (e.g., diagrams, tables, pictures—drawn or created on the computer, number lines, virtual manipulatives)\u003Cbr>Abstract: Mathematical symbols such as numbers, operation signs, expressions, or equations (e.g., variables, operation symbols, ordered pairs) | \u003Cbr","cbCaisPDmbdu7dHn","https://ap.wps.com/l/cbCaisPDmbdu7dHn","pdf",171098,"English","# Five Evidence-Based Mathematics Practices That Teachers Can Employ to Support Accelerated Learning\n## What Are Evidence-Based Mathematics Instructional Practices?\n## Five EBPs for Increasing Conceptual Understanding and Procedural Fluency\n### 1. Explicit, Systematic Instruction\n### 2. Multiple Representations\n### 3. Schema and Attack Strategy Instruction","[{\"question\":\"What problem does accelerated learning address in mathematics?\",\"answer\":\"It targets learning loss and unfinished learning, including regression and gaps that have grown due to the COVID-19 pandemic.\"},{\"question\":\"What makes a practice an evidence-based practice (EBP)?\",\"answer\":\"An EBP is a practice or strategy proven effective through rigorous research.\"},{\"question\":\"How do multiple representations support students’ learning?\",\"answer\":\"They build conceptual understanding by presenting skills through concrete, visual/pictorial/semi-concrete, and abstract representations, with instruction connecting these forms.\"}]","fast fives - Five Evidence-Based Mathematics Practices That Teachers Can Employ to Support Accelerated Learning | PDF",1792056368,15]