Students who struggle early on with basic reading and math skills may continue to have a hard time as they progress through school. But many early grade teachers with students struggling in math appear to be more likely to use ineffective teaching methods, according to a new study.

The study – funded by the Department of Education and the National Institutes of Health – found first-grade teachers with a higher percentage of students with math difficulties in their classrooms were more likely to use student-centered instructional methods (such as the use of calculators, or movement and music to learn math) that have not been associated with achievement gains. Those students who struggle are more likely to benefit from teacher-driven instruction, in which the teacher models problems, provides explicit instruction and gives the students many opportunities to practice, says Paul Morgan, an associate professor of education at Pennsylvania State University, and a co-author of the study.

"It’s important to provide the students with effective instruction throughout their time in the schools," Morgan says. "Something that could happen is students consistently struggle and fail to become proficient in mathematics, then it can start to affect them in other kinds of ways."

Those consequences are better documented among struggling readers, Morgan says. If students fail to become proficient readers, it tends to have negative side effects on their emotional development. The students can have a more negative self image, feel isolated or act out more in classrooms. While there isn't as extensive evidence about students who struggle with math, Morgan says there is some evidence that indicates those students could be at a higher risk for negative social and emotional adjustments.

"We don't want that kind of cascade of negative effects to occur," Morgan says. "Certainly being able to perform mathematics is an important skill for our society – especially at a first grade level – so it’s important to provide effective instruction to children and it seems particularly important as they’re emotionally developing."

And those negative effects tend to occur early, Morgan says, as children learn to internalize concepts about their skills in different areas. Students who struggle with math early on are also more likely to struggle throughout elementary school, and other studies have shown students who finish high school with lower math skills are more likely to be unemployed or paid lower wages, the study says.

It was surprising that teachers appear to be mismatching their instruction, Morgan says, on the basis of prior research that shows such student-centered approaches generally aren't associated with achievement gains for students struggling in math. It is unclear exactly why teachers are using those methods, but Morgan says it may be because of good intention.

"If the student doesn't seem engaged in math, maybe doing something that seems more engaging to a first grader, like coupling the math instruction with music or movement around the classroom, maybe that will help," Morgan explains.





While it's important to adjust instruction based on the needs of students, Morgan says teachers should also keep in mind that the types of instruction they use can have a noticeable effect on student achievement and to be aware of which practices are most effective.