Mathematics is essential for everyday life, academic success and future career prospects. Indıviduals with mathematical literacy tend to develop analytical problem-solving and critical thinking skills. Unfortunately, national and international assessments show that many of students are failing in mathematics in Turkey. The quality of mathematics education and effective instruction can have a positive impact on the academic and career success of individuals. In the current context of student achievement in mathematics, educators need more than ever to know what instructional practices are effective in helping students succeed in mathematics. Evidence-based practice is currently the focus of efforts to identify the most effective practices for students who are struggling to learn mathematics and need support to improve their mathematical skills. Although evidence-based practices can demonstrate meaningful changes in experimental settings, especially for students at-risk of academic failure, these effects are unlikely to be reflected in student performance unless they are implemented in real classroom settings. Teachers' knowledge about evidence-based practices is a prerequisite for their widespread use in real classrooms. Therefore, this article was written to introduce instructional practices, defined as evidence-based practices, for students with mathematics learning disabilities and at-risk students. It is hoped that this article will contribute to supportive instructional practices for primary and secondary students with MLD by increasing the likelihood that these practices will be adopted and used appropriately by teachers.

Evidence-based practices, mathematics learning disabilities, evidence-based intervention