Sarah Powell

Sarah Powell, a professor who researches math support for students with learning difficulties, joins to unpack the Science of Math movement. They define the movement, debate whether math needs the same scientific scrutiny as reading, and tackle criticisms about explicit instruction, quantitative evidence, and one-size-fits-all claims. The conversation focuses on why measuring learning and evidence-informed practice matter.

In this engaging discussion, Dr. Sarah Powell, a Professor of Special Education at the University of Texas at Austin, critiques a recent joint position statement on math instruction for students with disabilities. She highlights the lack of evidence-based practices, particularly the omission of explicit instruction, and argues for better recommendations to enhance learning outcomes. Powell emphasizes educators' ethical responsibility to employ effective methods and promotes research-backed strategies to tackle math difficulties, ensuring that every student can succeed.

Sarah Powell, a professor at the University of Texas, leads the Science of Math initiative, aiming to enhance math education through evidence-based practices. Rachel Lambert from UC Santa Barbara critiques this initiative, raising concerns about current methodologies and the interpretation of instructional claims. They explore the importance of balancing procedural fluency with conceptual understanding in math, discuss misconceptions about algorithms, and advocate for higher citation standards in educational research. Their insights provide a thought-provoking dialogue on improving math instruction for all students.