Definitions

1. "Characteristics of dyscalculia or mathematics deficiencies" means learning difficulties that impact a student's ability to understand, recall, and apply mathematical concepts and procedures. 2. "Competencies" means the essential skills for mathematical reasoning and problem solving, including problem solving, connections, and reasoning and proof. 3. "Differentiated instruction" means tailored instructional methods designed to meet the diverse learning needs of students by adjusting content, process, product, or learning environment. 4. "Direct and explicit instruction" means a structured, systematic approach to teaching that clearly demonstrates and explains mathematical concepts and procedures. 5. "Evidence-based instruction" means teaching methods and practices that are grounded in systematic research and proven to be effective in improving mathematical learning outcomes. 6. "Evidence-based programming" means a systematic approach to developing and implementing programs, including instructional approaches, adopted curricula, and intervention programs, that are proven effective through rigorous research and evaluation. 7. "Formative assessments" means tools used to monitor student learning progress at regular intervals, guiding instructional adjustments and targeted interventions. 8. "Foundational skills" means the basic mathematical concepts and operations necessary for higher-level math learning, including numbers and operations, algebraic reasoning, geometry and measurement, and data, probability, and statistics. 9. "High-quality instructional materials" means resources designed to effectively support student learning by aligning with state standards, incorporating evidence-based practices, and providing comprehensive support for teachers and students. 10. "High-quality supplemental materials" means instructional resources or tools that incorporate evidence-based instructional strategies to support mathematics development and are aligned to the 2023 North Dakota Mathematics Content Standards. 11. "Mastery" means the successful demonstration of knowledge in the areas of mathematics competency described in this section. 12. "Math pedagogy" means the methods and approaches teachers use to teach mathematics. 13. "Mathematics intervention program" means a research-based program aimed at providing additional support to students identified as needing help in mathematics proficiency. 14. "Teacher of mathematics" means classroom teachers, special education teachers, or interventionists who have the primary duty of teaching mathematics.