On-Demand Webinar
What Instructional Science Tells About How to Teach Math
Grounded in behavioral psychology and decades of research, instructional science provides a blueprint for how students actually acquire, retain, and generalize mathematical skills.
Watch this conversation between Amanda VanDerHeyden, Ph.D. and Robin S. Codding, Ph.D. as they discuss how these scientific principles apply to classroom practice. You’ll learn:
- How pedagogy and instructional science differ
- How instructional science supports effective instruction
- Strategies to support skill acquisition that are grounded in instructional science
- How to move students from initial acquisition to the transfer of skills to solve novel problems
Amanda VanDerHeyden, Ph.D.
Founder & CPO, SpringMath Accelerate
Amanda VanDerHeyden, Ph.D., Founder and Chief Product Officer of SpringMath Accelerate, is an internationally recognized researcher, author, and innovator in education, with deep expertise in academic screening, intervention, implementation science, educational technology, and multi-tiered systems of support (MTSS). As the developer of SpringMath, she has led the platform’s evolution into a schoolwide solution that accelerates math achievement through efficient, data-driven practices. Amanda has published over 100 scholarly articles, ten books, advised state departments of education and policy groups, received national awards for her contributions to education research, and is a sought-after presenter. Her full bio can be found here.
Dr. Robin S. Codding, LP, BCBA
Professor in School Psychology Northeastern University
Dr. Codding, Ph.D., LP, BCBA is Professor of School Psychology at Northeastern University. She earned her doctorate in school psychology from Syracuse University and completed her pre-doctoral internship and post-doctoral fellowship at the May Institute in Massachusetts where she served as an educational and behavioral consultant. Dr. Codding’s research interests focus on the intersection of intervention and implementation by developing and exploring the effectiveness of academic interventions, the factors that contribute to student responsiveness to those interventions, and strategies to support intervention implementation. Her work emphasizes math assessment and intervention to facilitate data-based educational decisions. Dr. Codding is an APA fellow and editor of the APA Division 16 Journal, School Psychology. Dr. Codding has over 100 publications and over 140 peer-reviewed and invited presentations. She is the co-author of a book available from Guilford Press titled, Effective Math Interventions: A Guide to Improving Whole Number Knowledge.