This course prepares educators to design and deliver evidence-based mathematics instruction and intervention for students with mathematics disabilities or who struggle in math. Students examine the development of mathematical thinking, including number sense, conceptual understanding, procedural fluency, and problem solving, while exploring the cognitive, linguistic, and executive functioning processes that influence mathematics learning. Particular attention is given to understanding dyscalculia and other factors that contribute to persistent mathematics difficulties. Students learn to implement evidence-based instructional practices, including explicit instruction, the Concrete-Representational-Abstract (CRA) framework, and schema-based instruction to support mathematical understanding and application. The course addresses assessment practices used to identify student strengths and needs, including universal screening, diagnostic assessment, and progress monitoring, and emphasizes the use of data to guide instructional planning and intervention. Students develop strategies for providing intensive mathematics intervention across a range of skill areas, including computation, fact fluency, mathematical reasoning, probel solving, and algebra readiness. Emphasis is placed on Data-Based Individualization (DBI), intervention intensification, functional mathematics, and supporting students in applying mathematical knowledge across school, community, and postsecondary settings. [ 3 credits ]