Effective techniques to enhance math instruction

• Increase instruction time: instead of giving shorter instruction time and more time on practice examples, spend more time on instruction, demonstration, modeling, and feedback procedures. Work with learners one-to-one or in a small group as they go through the practice questions, giving feedback and correction after each question. Small numbers of facts should be mastered at one time ...and then, frequent practice with mixed groups can be encouraged.
• Use effective practice: provide a review period of previously covered materials, and then provide directed instruction on the concept for the day. Provide scaffolds with a reduction of support i.e. guided practice with direct practitioner interaction, then independent practice with corrective feedback and small group format with peer interaction.
• During practice periods: ensure that learners are allowed opportunities to manipulate concrete objects to aid in their conceptual understanding of the mathematical process. Provide interactive and intensive practice with motivational materials such as games. Discuss the overall process involved in the lesson through small peer groups or one-to-one interaction with their tutor.
• Varying group size: use large groups for brainstorming and problem-solving activities. Break learners into smaller groups with similar functioning levels to allow them to progress through the skills at a comfortable level. If a high level of trust is established, you may want to mix the levels in the groups so they have the opportunity to interact and learn with all members of the group.
• Using real-life examples: introduce new concepts through everyday situations instead of worksheets. This helps learners to see the importance and relevancy of the math concept and increases their motivation to attend and learn.
• Review opportunities to ensure mastery of skills: because mathematics depends heavily on previously learned skills, it is important to ensure that prerequisite information is obtained prior to the introduction of new skills. Review opportunities should be (a) sufficient for obtaining fluency, (b) distributed over time, (c) cumulative as more skills are learned, and (d) varied to promote generalization.