Designing Effective Mathematics Instruction: A Direct Instruction Approach

By M. Stein, Diane Kinder, J. Silbert, D. Carnine. 2005

152 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Identification and Remediation of Systematic Error Patterns in Subtraction (2005, background): “Fourth, the error types were classified as procedural (e.g., Ashlock, 2002; Stein et al., 1997) and, therefore, require very specific and systematic remediation procedures to correct (e.”
Explicit Mathematics Instruction (2013, background): “Teachers should provide timely feedback since errors are easier to repair the earlier they are acknowledged (Stein et al., 2006).”
Evaluating Three Elementary Mathematics Programs for Presence of Eight Research-Based Instructional Design Principles (2012, background): “We also found that most programs provided limited opportunities for students to engage in discrimination practice (Stein et al., 2006), that is, discriminating between new and previously learned problem types.”
Developing Automaticity in Multiplication Facts: Integrating Strategy Instruction with Timed Practice Drills (2006, methodology): “These formats are considered key features of direct instruction (see Stein et al., 1997).”
Promoting Access to Common Core Mathematics for Students with Severe Disabilities Through Mathematical Problem Solving (2017, methodology): “When writing word problems, common verbs should be chosen that clearly indicate an action (Stein et al., 2006).”