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Students who have fallen behind should have twice as much instruction to engage in grade-level mathematics. And the time spent in math should be organic, rich, task-based teaching and learning. What this means is meaningful, personal experiences need to happen every day in math class. For example, a hands-on activity in math class, a story problem that is relevant to every student, or the students creating their own story problem with a teacher asking different types of questions to challenge the learners. All students need to see themselves as mathematicians so that they develop a personal connection to mathematics learning.

This article is republished from The Conversation, an independent nonprofit news site dedicated to sharing ideas from academic experts. It was written by: Frances E. Anderson, University of Nebraska Omaha. 

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