Scroll To Bottom To Purchase
Description:
This webinar provides school psychologists with a practical overview of whole number mathematics and their role in supporting math outcomes within a multi-tiered system of supports. National and international data are reviewed to highlight persistent math needs, including outcomes for students with learning disabilities. The session explains the roles of conceptual understanding, procedural fluency, and automaticity, and why integrating these components leads to stronger math learning. Participants will learn how strategy development progresses from inefficient counting methods to efficient mental retrieval and how this progression improves accuracy. Evidence-based approaches for building automaticity in brief, feasible instructional routines are described. The webinar also introduces a skill by treatment interaction framework to guide intervention selection based on student need. Practical recommendations for progress monitoring and using math data to inform instruction are provided to support equitable and effective math outcomes for all learners.
Learning Objectives:
1. Describe how conceptual understanding, procedural fluency, and automaticity work together to support math learning.
2. Identify efficient versus inefficient computation strategies and the progression toward mental retrieval.
3. Apply skill by treatment interaction to select appropriate math interventions within MTSS.
Bio:
Kathrin E. Maki, Ph.D., LP is an Associate Professor; Director of the School Psychology program; and Associate Director of the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. She holds an M.Ed. in special education from Vanderbilt University and a Ph.D. in School Psychology from the University of Minnesota. Prior to obtaining her Ph.D., she taught special education in a resource classroom. Her research centers on the (1) conceptual, psychometric, and decision-making issues underlying Specific Learning Disabilities (SLD) identification, (2) the use of assessment data to drive academic intervention implementation for students with SLD and other academic difficulties, and (3) individual and environmental factors influencing math anxiety.
Attendee Feedback:
“Great- really loved the data shared, the specific examples of student work and assessment tools, and the specific ways that the instructional hierarchy can be seen in math skill development” -Karen
“Everything was a strength! I loved all of the different examples given for interventions, as well as the resources that were provided. So many awesome things are added to my toolkit because of this presentation.” –Sydney
“Good and practical interventions/information” -Megan
“I loved learning more about a topic that school psychologists don’t necessarily get solid training in. This training offered great resources to start using in my schools right away too!” -April
“The presenter gave a clear and thorough presentation.” -Paloma
“I appreciate the practical interventions given to support students” -Erin
“Great information on Math.” -Alexander
“I like the intervention strategies that were shared.” -Matthew
Course Information
Course Instructor
Recorded Webinar
Math Too? Whole Number Basics for School Psychologists
Here you will find the recorded webinar.
Here you will complete the quiz on the webinar. You may take the quiz as many times as you need to until passing (75 percent).
Submit your feedback about the webinar using this evaluation form.