Within a multitiered system of support (MTSS), students who struggle to learn mathematics often receive core instruction and supplemental intervention in different settings, with different teachers and different sets of curriculum materials, all of which can result in poor alignment. This curriculum crosswalk describes how three sets of materials commonly used to provide core instruction and intervention differ with regard to mathematics practices and vocabulary. The results indicate that there is little overlap among all three programs for the majority (n = 6) of the mathematics practices, and very little overlap in mathematics vocabulary (ranging from 6.3 to 24 percent). We also provide a set of research‐based instructional recommendations intended to help teachers address gaps and improve alignment of core instruction and intervention.

中文翻译：

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检查核心和干预材料之间的数学教学实践和数学词汇的一致性

在多层支持系统（MTSS）中，努力学习数学的学生经常在不同的环境下接受核心的指导和补充干预，使用不同的老师和不同的课程材料，所有这些都可能导致结对不良。本课程人行横道描述了在数学实践和词汇方面通常用于提供核心指导和干预的三套材料是如何不同的。结果表明，对于大多数（n= 6）的数学练习，数学词汇的重叠很少（范围从6.3％到24％）。我们还提供了一套基于研究的教学建议，旨在帮助教师弥补差距并提高核心教学和干预的一致性。