In this episode, Brendan Lee speaks with Dr Corey Peltier who is an Assistant Professor of Special Education in the Department of Educational Psychology at the University of Oklahoma. He also contributes to The Science of Math movement that is focused on disseminating research-informed recommendations to enhance math instruction and outcomes for students and this is the area that is unpacked in this episode.
In this conversation, they look at some of the points from the paper, Myths That Undermine Maths Teaching that he co-authored with Sarah Powell and Elizabeth M. Hughes. He also explains how teachers can use the Instructional Hierarchy to improve student performance, why curriculum-based measurements are useful, how we can build math fact fluency and much more.
Resources mentioned:
- Sarah Powell
- Amanda VanderHeyden
- Robin Codding
- Journal of Behavioral Education
- The ABCs of CBM by Michelle K. Hosp, John L. Hosp, and Kenneth W. Howell.
- Brian Poncy – https://brianponcy.wixsite.com/mind
- Doug and Lynn Fuchs
- Pirate Math – https://www.piratemathequationquest.com/
- Self-Regulate Strategy Development
- National Center on Intensive Intervention – https://intensiveintervention.org/
- Journal of Behavioral Education Special Edition on Instructional Hierarchy – https://www.jstor.org/stable/i40086112
- Benjamin Solomon and Brian Poncy, A review of common rates of improvement when implementing whole-number operation math interventions: https://psycnet.apa.org/record/2020-70602-005
You can connect with Corey:
Twitter: @CoreyJPeltier
Website: coreypeltier.substack.com/
You can connect with Brendan:
Twitter: @learnwithmrlee
Facebook: @learningwithmrlee
Website: learnwithlee.net
Support the Knowledge for Teachers Podcast:
https://www.patreon.com/KnowledgeforTeachersPodcast
About Dr. Corey Peltier
Corey Peltier is an associate professor of special education in the Department of Educational Psychology at the University of Oklahoma. Peltier’s research interests include (1) identifying effective interventions and assessment procedures to improve the mathematical outcomes for identified or at-risk for disabilities, (2) methodological considerations when using single-case research designs, and (3) the use of systematic reviews and meta-analyses to inform the fields’ understanding of effective interventions under specific contexts.
He contributes to The Science of Math in an effort to disseminate research-informed recommendations to enhance math instruction and outcomes for students. Also, he is collaborating with Dr. Cian L. Brown to start an open-access journal, Single-Case in the Social Sciences, at the University of Oklahoma focused on disseminating research related to the use of single-case research designs.