Arizona Department of Education AT Short Term Loan Library
Arizona Department of Education, Exceptional Student Services works in partnership with Northern Arizona University Institute for Human Development Arizona Technology Access Program to make available at no cost, a wide variety of assistive technology devices, equipment, software and professional development materials to school personnel in order to improve access to assistive technology.
Publisher: Arizona Department of Education
Continuing the Journey: Mathematics Learning 2021 and Beyond
This document addresses three key areas that have implications for access to high-quality mathematics teaching and learning. The three areas are a focus on grade-level content; comprehensive instruction, effective teaching practices; and planning for advocacy.
Publication Date: July 2021
Publisher: National Council of Teachers of Mathematics and Leadership in Mathematics Education
Engaging Students in High School Algebra: The Better Math Teaching Network: Summative Developmental Evaluation Report
From 2016 to 2021, the Better Math Teaching Network, researchers and teachers worked together to make high school Algebra I classes more student centered. The work was grounded in five core principles presented in this report with educators committed to a shared goal tied to a measurable outcome, use of disciplined inquiry methods anchored in concrete data to enact high-leverage
instructional routines, and experimenting to find which practices work under which conditions.
Authors: Jennifer Zoltners Sherer, Jennifer Lin Russell, Jennifer Iriti, Rosemary McNelis, Christopher
Matthis, and Stacy Monosmith
Publication Date: Summer 2021
Publisher: Nellie Mae Education Foundation
Evidence-Based Practices for Algebra I Access, Placement, and Success
This research brief focuses on school- and district-level policy decisions that shape Algebra I pathways and outcomes, such as when students take the course, how they’re placed, and what supports promote success. The brief refers to Algebra I as a formal course, typically offered in middle or high school, rather than a set of mathematical concepts.
Author: Elizabeth Huffaker
Publication Date: May 2025
Publisher: EdResearch for Action
Evidence from the National Assessment for Educational Progress-High School Longitudinal Study of 2019 Overlap Sample
This study uses the overlap sample of about 3,500 students who participated both in the High School Longitudinal Study of 2009 and the 2013 Grade 12 National Assessment of Educational Progress (NAEP) mathematics assessment to investigate how mathematics motivation at grades 9 and 11 related to grade 12 NAEP mathematics performance.
Authors: Jizhi Zhang, George Bohrnstedt, Bitnara Jasmine Park, Sakiko Ikoma, Burhan Ogut, and Markus Broer
Publication Date: July 2021
Publisher: American Institutes for Research
From Data to Action: Individualizing Math Supports to Meet Student Needs
This webinar introduces a data-based decision-making framework that can help educators determine whether math instructional practices are working for their students and guide adaptations to better address student needs. Practical strategies are shared to help educators use data-based decision making to improve the math outcomes for students.
Authors: Sarah Powell, Erica Lembke, and Brad Witzel
Publication Date: February 2025
Publisher: National Center on Intensive Intervention
High-Quality Mathematics Instruction: What Teachers Should Know
This IRIS Center module describes the components of high-quality mathematics instruction: a standards-based curriculum and evidence-based practices. It highlights several evidence-based practices and other classroom practices that teachers can use to teach mathematics.
Publication Date: 2022
Publisher: Vanderbilt University
How to Use Retrieval Practice to Improve Learning
Established by nearly 100 years of research, retrieval practice is a simple learning technique that is easy to implement, with lasting results. This guide discusses how to use retrieval practice to improve learning.
Authors: Pooja Agarwal, Henry Roediger, Mark McDaniel, and Kathleen McDermott
Publication Date: 2020
Publisher: Washington State in St. Louis
Interleaving in Math A Research-Based Strategy to Boost Learning
This article discusses how teachers can ensure students are learning math and improving their skills in the short term and the long term with interleaving, the simple strategy of mixing up concepts to be learned, can increase math learning.
Authors: Pooja Agarwal and Anne Agostinelli
Publication Date: Spring 2020
Publisher: American Educator
Positive Conditions for Mathematics Learning: An Overview of the Research
This report synthesizes research findings to identify key classroom learning conditions that matter for K–12 math learning. Each section of the report reviews the research findings of greatest relevance for teachers and articulates research-supported practices that can foster positive math learning experiences.
Author: Julie Fitz with Heather Price
Publication Date: June 2025
Publisher: Learning Policy Institute
Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms
This review makes eight recommendations for future research and provides educators with a better understanding of the robust benefits of retrieval practice across a range of school and classroom settings.
Authors: Pooja Agarwal, Ludmila Nunes, and Janell Blunt
Publication Date: March 2021
Publisher: Educational Psychology Review
School Accommodation
This webpage lists strategies to teach students with a math disability, characteristics of learners with a math disability, and instructional strategies to support those students.
Author: Renee Newman
Publication Date: February 2020
Publisher: Dyscalculia.org
Teaching Students With Learning Disabilities to Solve Secondary School Algebra Problems
This paper demonstrates effective ways of how teachers can show students with learning disabilities how to solve challenging algebra problems and show their work on paper in ways that support their thinking processes as they engage with challenging algebra problems.
Authors: Casey Hord, Clayton Hoyng, Megan Krumpelman, and Jami Baker
Publication Date: 2021
Publisher: Learning Disabilities Worldwide
The UDL Guidelines
This new iteration, UDL Guidelines 3.0, addresses critical barriers rooted in biases and systems of exclusion for learners with and without disabilities. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.
Publication Date: July 2024
Publisher: CAST
Toolkit to Support Evidence-based Algebra Instruction in Middle and High School
This video focuses on using solved problems to engage students in analyzing algebraic reasoning and strategies. Solving algebra problems often requires students to think more abstractly and to process multiple pieces of complex information simultaneously. Solved problems can minimize the burden of abstract reasoning by allowing students to see the problem and many solution steps at once helping students learn more efficiently.
Publication Date: July 2025
Publisher: Institute of Education Sciences
What Works Best in the Mathematics Classroom
This webinar covers how to design and implement quality mathematics learning experiences, the latest research on what works best in mathematics instruction, and how to ensure all learners have equity of access and opportunity in the mathematics classroom.
Authors: Kateri Thunder, Michelle Shin, Douglas Fisher, Nancy Frey, and John Almarode
Publication Date: May 2024
Publisher: Corwin