A “Re-Envisioned” Instruction Model: Minimizing Students’ Learning Difficulties in Mathematics

Abstract

Persistent low levels of mathematics achievement are widely found throughout the United States. To reverse this trend, the researcher designed and tested the effects of a “re-envisioned” instruction model that incorporated a synthesis of six learning theories and current research from the fields of mathematics education, educational and cognitive psychologies, and neurosciences. General Tier I core instruction is the primary prevention component within a Multi-Tiered System of Support (MTSS). The “re-envisioned” instruction model and instructional tasks were used by two second-grade teachers to activate students’ cognitive structures and minimize students’ needs for Tier II and Tier III interventions. Cognitive structures are essential neurocognitive systems vital for student learning. This quasi-experimental research study was conducted in three second-grade classrooms. It took place in a midwestern part of the United States in a partial Title I Pre-K–5 elementary school. This study used mixed-research methods, including a variety of data collection instruments and statistical and qualitative measures, to explore four research questions. The findings suggest that effective implementation of the “ReEnvisioned” instruction model minimized the number of students needing Tier II and Tier III interventions and increased students’ mathematics achievement in statistically significant ways.