[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585474-105":59,"doc-detail-585474-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","what-have-we-funded-a-summary-of-mathematics-research-national-center-for-special-education-research-fy-2006-fy-2014","What Have We Funded? - A Summary of Mathematics Research - National Center for Special Education Research - FY 2006-FY 2014","","A Summary of Mathematics Research examines how the National Center for Special Education Research (NCSER) supported mathematics studies for students with disabilities from FY 2006 through FY 2014. It highlights achievement gaps shown in NAEP results and the challenge of identifying instructional practices that close persistent differences. The report reviews funded projects in early mathematics and development research, including intensive interventions such as FUSION and early numeracy programs, as well as technology-based individualized approaches for improving number sense, reasoning, and problem solving.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-have-we-funded-a-summary-of-mathematics-research-national-center-for-special-education-research-fy-2006-fy-2014/585474/",{"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/what-have-we-funded-a-summary-of-mathematics-research-national-center-for-special-education-research-fy-2006-fy-2014/585474.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","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 the report address about students with disabilities in mathematics?","Question",{"text":112,"@type":113},"It describes persistent achievement gaps between students with disabilities and peers without disabilities across grade levels, including NAEP results showing many students scoring below basic performance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many NCSER projects focus on mathematics in special education?",{"text":117,"@type":113},"NCSER funded 15 projects focused on mathematics in special education.",{"name":119,"@type":110,"acceptedAnswer":120},"What types of interventions does the report emphasize?",{"text":121,"@type":113},"It emphasizes intensive early interventions for improving mathematics skills, including whole-number and numeracy programs, and development projects using technology-based individualized instruction.","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},585474,1792100757,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"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":39,"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":46,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","What Have We Funded?  \nA Summary of  \nMathematics Research  \nNational Center for Special Education Research  \nFY 2006-FY 2014  \nSummarized by Robert Ochsendorf  \nBackground  \nStudents with disabilities (SWD) lag behind their peers without disabilities at all grade levels in mathematics. For example, in the 2013 NAEP mathematics assessment, 45 percent of the Grade 4 students with disabilities who participated in the assessment scored below the basic performance level compared to 14 percent of their peers without disabilities. This gap is more pronounced in Grade 8, with 65 percent of SWD performing below the basic performance level compared to 21 percent of their peers without disabilities (U.S. Department of Education, 2013) . Identifying proven instructional practices and strategies that will close these persistent achievement gaps is a challenge facing nearly every school district [in the U.S. today](in the U.S. today).  \nNCSER has funded 15 projects that focus on mathematics in special education. In the area of early mathematics, an exploratory project led by Paul Morgan at Penn State University analyzed a national representative longitudinal sample of kindergartners to examine predictors of poor math performance over time, examining growth trajectories through Grade 5. This project found that children who displayed persistent mathematics difficulties (MD) in kindergarten (that is, delays evident on a mathematics skills assessment administered in both fall and spring of the kindergarten year) had the lowest growth rates in mathematics skills when compared to the trajectories of children who did not show persistent delays in kindergarten (Morgan, Farkas, & Wu, 2009). This study illustrates children’s learning in mathematics reflects their earlier understanding of mathematics. Findings from this study suggest that kindergarten children with persistent delays in mathematics skills are likely candidates for intensive early intervention in preschool and kindergarten to promote proficiency in mathematics skills during their elementary school years.  \nDevelopment Research  \nRecent research has shown that many elementary school students with low performance levels in academic areas demonstrate positive growth when provided with intensive intervention (Bryant, et al., 2011; O’Connor, Harty, & Fulmer, 2005). NCSER has funded 8 studies to develop intensive instructional interventions in the area of mathematics in special education. Scott Baker and his colleagues at the University of Oregon have developed a 60-lesson intensive mathematics intervention for students in first grade who are at-risk for mathematics difficulties and disabilities. The intervention, FUSION, focuses on whole number concepts including number sense, base 10 and place value, and number operations. While more rigorous studies are needed, initial pilot study results show promise as gain scores of FUSION students were significantly larger than those of control peers on a proximal measure of mathematics achievement (Clarke et al., in review) . Diane Bryant at the University of Texas has also developed intensive early numeracy interventions for first-grade students with math disabilities. These interventions showed evidence of promise and the investigators are seeking funding for an efficacy study (Bryant, et al., 2011) .  \nOther NCSER funded researchers at the University of Oregon are taking advantage of recent innovations in technology to develop research based individualized interventions to improve  \n2  \nmath learning for young students. For example, Mari Strand Cary is developing an iPad-based program, KinderTEK, for at-risk kindergarten students which will focus on building conceptual understanding and procedural fluency with whole number concepts. Another example is the work of Hank Fien; he is developing a browser-based, educational video game (NumberShire) in which first-grade students learn and apply the mathematical concepts and skills of whole numbers. Numb","cbCaieZjvpsgeQ4P","https://ap.wps.com/l/cbCaieZjvpsgeQ4P","pdf",492744,"English","# What Have We Funded?\n## Background\n## Development Research","[{\"question\":\"What problem does the report address about students with disabilities in mathematics?\",\"answer\":\"It describes persistent achievement gaps between students with disabilities and peers without disabilities across grade levels, including NAEP results showing many students scoring below basic performance.\"},{\"question\":\"How many NCSER projects focus on mathematics in special education?\",\"answer\":\"NCSER funded 15 projects focused on mathematics in special education.\"},{\"question\":\"What types of interventions does the report emphasize?\",\"answer\":\"It emphasizes intensive early interventions for improving mathematics skills, including whole-number and numeracy programs, and development projects using technology-based individualized instruction.\"}]","What Have We Funded? - A Summary of Mathematics Research - National Center for Special Education Research - FY 2006-FY 2014 | PDF",1792054832]