Mathematics achievement has quality of life implications for students who struggle with mathematics and/or have a diagnosed mathematics learning disability. As grade 1-8 educators, we must fully understand the barriers these students must overcome in learning mathematics and the effective practices that can be enacted to better support them. In this session, we off the results of our research on evidence-based intervention strategies that support students who struggles with mathematics. We will discuss the role of explicit instruction related to number sense along with automaticity and fluency. In addition, we will discuss how strategies such as manipulatives, visual representations and schema-based instruction are supporting elements within explicit instruction.
