Examining the Alignment of Mathematics Instructional Practices and Mathematics Vocabulary between Core and Intervention Materials

Abstract

AbstractWithin a multitiered system of support (MTSS), students who struggle to learn mathematics often receive core instruction and supplemental intervention in different settings, with different teachers and different sets of curriculum materials, all of which can result in poor alignment. This curriculum crosswalk describes how three sets of materials commonly used to provide core instruction and intervention differ with regard to mathematics practices and vocabulary. The results indicate that there is little overlap among all three programs for the majority (n = 6) of the mathematics practices, and very little overlap in mathematics vocabulary (ranging from 6.3 to 24 percent). We also provide a set of research‐based instructional recommendations intended to help teachers address gaps and improve alignment of core instruction and intervention.