About MOST/HDT

 

Mathematically Connected Communities (MC2) and STEM Outreach programs, housed at New Mexico State University, are coordinating efforts to provide intensive and customized in-person mathematics tutoring for students in elementary grades 1–6. The tutoring sessions will be at school sites during the school day or in after-school programs with certified teachers who receive extensive professional learning in mathematics intervention.

The tutoring offered to students is provided in small group activities and individual tutoring in both the Fall and Spring semesters. Every student will be assessed at the beginning of each semester to understand their current knowledge of number concepts in order to design instruction for each student’s individualized learning path. Continuous formative assessment through close observation of student’s problem-solving strategies and their responses to assessment tasks allows for revision of the instructional plan to meet each student’s learning needs.

  MOST Fact SheetFall 2024 Fact Sheet ScreenshotDownload

  

How does MOST/HDT programming benefit teachers?

There may be a Professional Learning opportunity that is based in an afterschool program with real students. Teachers support children in their learning, while learning themselves in real time about Math Recovery.

 

  • Develops understanding of math and how to teach it in a different way.
  • Learning the current math research makes teachers a valuable resource at the building level, and opens more doors for them professionally.
  • Builds a robust intervention team that is housed at the school level. The expertise to intervene is in the building as teacher knowledge.
  • Empowers teachers to transform how they teach and learn mathematics. It’s knowledge that extends outside of the text book.

 

What Teachers Say about MOST/HDTTeacher-Voice-Video_Screenshot.jpg

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How does MOST/HDT programming help students?

It’s hands-on fun where teachers and students engage in games that align with cutting-edge research to address gaps in learning.

  • Students don’t know they’re learning because they’re having fun. They say things like “We play games in afterschool!”
  • Develops a strong foundation in number concepts.
  • Individually targeted, research-based intervention in mathematics.
  • Students explore math as learners equipped to figure out key ideas, rather than being told how to do problems.
  • Impacts students outside of the program as teachers bring their learning into daily instruction, and planning into the regular school day.

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2024-2025 Midyear Evaluation Summary - Student Math Assessments

An exerpt from evaluation prepared by Rachel Boren, PhD, Director, NMSU SOAR Evaluation and Policy Center, which provides an overview of mid-year students math assessment changes since the start of the academic year.

 

Overall, students participating in MOST demonstrated notable improvement in their math assessment scores.

  • There was an increase in the percent of students who were proficient from the start to the middle of the year for all grade level assessments
  • Growth was particularly pronounced in the 1st grade assessment
 24-25 Midyear Results Graph