S12 E1: Adapting Curriculum Tasks and Materials in Mathematics to Specific Learning Goals

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In today's episode, Drs. Lisa Dieker and Rebecca Hines have a conversation with Sarah Powell. Sarah Powell is a Professor in the College of Education at the University of Texas at Austin and Associate Director of the Meadows Center for Preventing Educational Risk. Her research, teaching, and service focus on mathematics, particularly for students who experience mathematics differently.

Powell discussed practical tips for teaching mathematics to students with disabilities. She emphasized the importance of understanding students' foundational math skills and using research-validated practices like vocabulary development and mathematical representations. Powell highlighted the need for extensive practice, suggesting that students who struggle with math may require 10 to 30 times more practice opportunities than typical students. She also mentioned the potential of AI in enhancing math education but stressed the importance of conceptual understanding. Powell concluded by reassuring new teachers that anyone can be an effective math teacher with the right knowledge and strategies.

We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@Accesspractical) or Instagram (@Practical_Access).

Powell’s bio: https://education.utexas.edu/faculty/sarah_powell/ 

Here's a free word-problem intervention developed by Powell and colleagues: https://www.piratemathequationquest.com/

Here is a website with many great free and downloadable math resources: https://mathspiral.com/ 

Powell’s Recent Publications:

Rojo, M., Gersib, J. A., Powell, S. R., Shen, Z., King, S. G., Akther, S. S., Arsenault, T. L., Bos, S. E., Lariviere, D. O. & Lin, X. (2024). A meta-analysis of mathematics interventions: Examining the impacts of intervention characteristics. Educational Psychology Review, 36(9). doi:10.1007/s10648-023-09843-0.

Powell, S. R., Moore, C. E., Vander Tuin, M., Fall, A.-M. & Roberts, G. (2024). Investigation of the initial feasibility of extended mathematics read-alouds used by kindergarten teachers. Frontiers in Education, 9(1379491). doi:10.3389/feduc.2024.1379491.

Lin, X. & Powell, S. R. (2024). Development of a fraction vocabulary measure. Assessment for Effective Intervention, 49(3), 138–147. doi:10.1177/15345084231202407.

Lariviere, D. O., Powell, S. R. & Akther, S. R. (2024). A synthesis of pre-algebraic reasoning interventions for students with mathematics difficulty in grade 6 through 8. Learning Disabilities Research and Practice, 39(1), 4–17. doi:10.1177/09388982231222179.