Amanda VanDerHeyden Science of Maths - Maths Network
Scientific Bases of Mathematics Instruction: Avoiding Myths, Embracing Evidence, & Advancing Student Learning
Tuesday, October 25, 2022
7:30 AM - 8:30 AM Melbourne Time
Dr Amanda VanDerHeyden
A policy adviser and thought leader who actively conducts research focused on improving learning outcomes for students. In addition to publishing nine books and over 100 scholarly articles and chapters, she regularly delivers webinar, panel and keynote sessions, including addresses to state school psychology associations and state departments of education in 35 states, Singapore, and China.
She has also served as a standing panel member for NIH, IES at the U.S. Department of Education, an adviser and reviewer for NCII, USAID, the IRIS center, the Dyslexia Foundation, and numerous state departments of education. Dr. VanDerHeyden has also served on a number of boards, including the RTI Advisory Board for the National Center for Learning Disabilities and SEDL, one of 10 regional laboratories funded by the U.S. Department of Education (since merged with the American Institutes for Research).
Dr. VanDerHeyden has authored a number of policy guides and position statements, and delivered testimony on the use of Multi-Tiered Systems of Support (MTSS) MTSS and Response to Intervention (RTI) to identify students for special education. She is credited with developing models of academic screening that are widely used in schools, conducting innovative research in mathematics screening and progress monitoring using mastery measurement, and the creation of SpringMath. Dr. VanDerHeyden is President of Education Research & Consulting in Fairhope, Alabama, and has a faculty affiliation with the Wheelock College of Education at Boston University.
Recording
Slides attached
Scientific Bases of Mathematics Instruction: Avoiding Myths, Embracing Evidence, & Advancing Student Learning
Educators operate at the intersection of evidence-based principles and frontline realities in schools. Thus, we can be key actors in reducing tension when philosophies are pitted against evidence and assist schools to adopt and deliver more effective instruction at scale. Science of Reading (SoR), Science of Math (SoM), MTSS, and equitable practices are mutually supportive: each attempts to institutionalize the premise that (a) learning is a predictable outcome of highly effective instruction and (b) implementing highly effective instruction in all classrooms is possible with the right resource allocations and commitment to science over philosophy. This session will detail key scientific findings pertinent to teaching math and leading a school toward adoption of science-based math instruction in classrooms. Effects on learning and specifically closing of equity gaps will be shared. Attendees will take away tactics to try right away in their own settings and web-based resources to start their own work to adopt science-based math instruction.
