Mathematics is one of the subjects which students struggle with the most, yet this struggle does not common simply from the student, but rather from the instructional deficit students have experienced in first mathematical lesson. Personally, I continue to be a student who struggles with math tremendously. However, I have gotten a little bit better over time as I taught myself to appreciate math. The predicament of this situation occurs when you have other students who receive special education services or students who learn different. For the purpose of this article report, these students will be called students with mathematics difficulties (MD). Many supportive strategies are out there for teachers to learn and use in the instruction of
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The Common Core in mathematics can be found online with a profound explanation of what each grade level should be taught. Nonetheless, the current state standards and the Principles and Standards for School Mathematics by the National Council differ from the Common Core standards. Common Core standards require higher-level thinking and foundational concepts, while the state standards required memorization and procedures. According to Porter, McMaken, Hwang, and Yang (2011) there is an overlap between Common Core standards and state standards of
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Nonetheless, students with MD struggle the most grasping the foundational skills. This makes them struggle even more as they progress in math. Therefore, an analogy for mastering foundational skills for a specific Common Core standard is called, “The Mountain” This mountain starts with the most basic standards at the bottom, and begins increasing the level of difficulty and standards as the student start “climbing” the mountain. However, this mountain does not want teachers to focus only on one skill at a time, but to show students a curriculum that works on different foundational skills at the same time. Careful monitoring should be in progress before students go up the mountain. This will make sure that one or more foundational skills have been mastered before moving into the next level on the mountain. (Stecker, Fuchs, & Fuchs,