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Tackling the U.S. Math Instruction Problem

Despite the existence of innovative theories about transforming math instruction, U.S. schools are, as a rule, slow to implement them.

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Despite the existence of innovative theories about transforming math instruction, U.S. schools are, as a rule, slow to implement them. With nearly two-thirds of fourth-graders and eighth-graders struggling with numeracy and Common Core math standards, it’s important that math educators try fresh approaches to make math more accessible for students. (The New York Times Magazine)

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