Teacher & Parent Guide
Math Direct uses scripted lessons so any adult can deliver effective math instruction. This guide explains the methodology, how lessons work, and how to get the best results.
What Is Direct Instruction?
Direct Instruction (DI) is a teaching method developed by Siegfried Engelmann. It is based on a simple principle: if the student has not learned, the instruction has not been clear enough. DI lessons are carefully sequenced so that every new concept builds on what the child already knows. The instructor follows a script, and the child responds. This removes ambiguity and ensures consistent, effective teaching.
How Lessons Work
Each lesson follows a predictable cycle:
Say
Read the script aloud exactly as written. The words are chosen carefully to be clear and unambiguous.
Do
The child responds by saying a number, pointing, counting, or writing. Every step requires active participation.
Praise
When the child answers correctly, confirm immediately. Say "Yes, that's right" or "Good, 3 + 2 = 5."
Correct
When the child makes an error, correct immediately, model the right answer, and have the child repeat it.
Session Tips
- Keep sessions short: 5–10 minutes per lesson is ideal. Young children learn best in brief, focused sessions.
- Teach daily. Consistency matters more than session length. Five minutes every day beats thirty minutes once a week.
- Sit beside the child so you both face the screen. Point to the visuals as you read the script.
- Speak clearly and at a steady pace. Pause after each question to give the child time to think.
- End on a success. If the child is struggling, go back to a task they can do well and finish there.
- Stay positive. Errors are expected and useful. They tell you what needs more practice.
Error Correction
Errors are a normal part of learning. When the child makes a mistake, use this protocol:
Correct Response
"Yes! 4 + 3 = 7. Good job." Confirm the answer and move on. Brief, specific praise works best.
Incorrect Response
"Let's try that again. 4 + 3. Count with me: 4... 5, 6, 7. What is 4 + 3?" Wait for the child to say "7." Then say "Yes, 4 + 3 = 7."
The correction cycle is: stop → model → test → confirm. Always return to the missed item later in the lesson to check retention.
When to Move On vs. Repeat
Move to the next lesson when the child completes the lesson with no more than one or two errors on the practice set. The child should respond confidently without long pauses.
Repeat the lesson if the child makes frequent errors, guesses randomly, or cannot complete the practice items independently. Repeat the lesson the next day. If the child struggles a second time, go back one or two lessons to rebuild the prerequisite skill.
There is no penalty for repeating. Mastery-based progression means the child moves forward only when ready.