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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.
Course Information
Course Instructor
Recorded Webinar
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Math Too? Whole Number Basics for School Psychologists
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