The Science Behind Preteaching in Today’s Math Classrooms

This research overview examines the mechanisms & best practices for preteaching in math classrooms, demonstrating how proactively introducing key concepts before instruction leads to academic success

Introduction:

Preteaching is a research-based instructional strategy that involves the proactive introduction of key concepts, vocabulary, and skills prior to the main lesson. This approach aims to equip all students, particularly those at risk of academic difficulties, with the foundational knowledge and confidence necessary for successful learning. Studies have consistently demonstrated the positive impact of preteaching on engagement, academic self-concept, and ultimately, equity in education, benefiting diverse learners, including students with disabilities and English Language Learners (Klingner et al., 2004; Lalley & Miller, 2006; Yoon, 2023).

Effectiveness of Preteaching

What does the research say about the effectiveness of preteaching?

A growing body of research supports the effectiveness of pre-teaching in improving academic outcomes, particularly among students who are most at risk of academic difficulties. Studies consistently report significant gains in achievement across subjects such as mathematics, reading, and vocabulary when preteaching is implemented (Lalley & Miller, 2006; Yoon, 2023). For example, Lalley and Miller (2006) found that preteaching led to substantial improvements in math achievement among low-achieving third graders. However, only preteaching resulted in a significant increase in academic self-concept. This suggests that preteaching addresses knowledge gaps and positively influences students’ beliefs about their abilities.

Meta-analyses and experimental studies further underscore the value of preteaching. Yoon (2023) found a moderate overall effect size (d = 0.47) for preteaching interventions across disciplines, with the strongest effects observed in STEM subjects. Research also highlights psychological benefits, such as reduced anxiety, increased willingness to participate, and greater confidence during primary instruction (Klingner et al., 2004). Notably, short, focused preteaching sessions (15–20 minutes) delivered by the primary teacher have yielded the strongest results, particularly in elementary settings (Lalley & Miller, 2006). These findings confirm that preteaching is a powerful tool for closing achievement gaps and supporting equitable access to rigorous academic content.

Cognitive, Behavioral, and Psychological Mechanisms

How does preteaching work at the cognitive, behavioral, and psychological levels?

Preteaching operates through several interrelated mechanisms that support cognitive, behavioral, and psychological learning. Preteaching activates relevant schemas and prior knowledge, reducing cognitive load during the main lesson (Sweller, 1988). This allows students to allocate more working memory resources to new concepts rather than struggling to keep up with foundational ideas. By priming neural networks and preventing the formation of misconceptions, preteaching ensures that students’ first exposures to new material occur in a supportive, error-free context (Klingner et al., 2004). This aligns with cognitive learning theories, which suggest that new information is most effectively integrated when it connects to existing frameworks.

Behaviorally, preteaching creates early mastery experiences that reinforce positive engagement and persistence (Lalley & Miller, 2006). Students who experience success during the main lesson thanks to prior preparation are more likely to participate, persist through challenges, and seek opportunities to demonstrate competence. This proactive support also reduces anxiety and disruptive behavior, as students feel more confident and less threatened by new material (Yoon, 2023). Psychologically, preteaching helps transform students’ academic self-concept, shifting their identity from “struggling learner” to “capable participant” (Lalley & Miller, 2006). Over time, repeated success fosters a growth mindset, increases resilience, and reduces avoidance behaviors, leading to more sustained academic engagement.

Comparison of Preteaching and Reteaching

What does comparative research reveal about preteaching versus reteaching?

While both preteaching and reteaching can improve academic outcomes, comparative studies consistently demonstrate the superior effectiveness of preteaching. This proactive approach introducing key concepts and skills before the main lesson leads to significantly greater gains in student understanding and memory, as evidenced by larger effect sizes in meta-analyses (Yoon, 2023). The advantage of preteaching is especially pronounced in subjects such as math and vocabulary, where students exhibit stronger long-term retention and greater skill transfer than those who receive only reteaching (Fuchs et al., 2018).

Comparative research reveals significant differences between preteaching and reteaching, extending beyond mere academic gains. While both strategies improve math achievement, Lalley and Miller (2006) found that only preteaching significantly enhanced students' academic self-concept. This positive impact stems from the proactive nature of preteaching, as it allows students to experience success during initial instruction, thereby preventing the negative self-perceptions and frustration often associated with remediation after failure (Klingner et al., 2004). Moreover, preteaching provides teachers with valuable insights into student learning needs, enabling more effective and differentiated instruction (Yoon, 2023). Taken together, this evidence strongly supports integrating preteaching as a regular classroom practice to maximize student learning and confidence, while still recognizing the valuable role of reteaching for addressing persistent misunderstandings.

Implementing Preteaching

What are the best practices for implementing preteaching in the classroom?

Effective preteaching hinges on several key practices. First, it should be delivered by the primary classroom teacher whenever possible, as this strengthens student-teacher relationships and enhances the relevance of the support (Lalley & Miller, 2006). Preteaching sessions should be brief (typically 15–20 minutes) and focused on essential vocabulary, concepts, or background knowledge required for upcoming lessons (Yoon, 2023). Strategies may include explicit vocabulary instruction, using graphic organizers, and targeted activation of prior knowledge. The frequency and intensity of preteaching can be adjusted based on student needs and the complexity of the material.

Preteaching is especially beneficial for students at risk of struggling with new content, such as those with learning disabilities, ELLs, or students facing challenging, vocabulary-heavy lessons (Klingner et al., 2004). It is most effective when integrated into regular classroom routines, rather than as an occasional or ad hoc intervention. Teachers should also use preteaching to gather formative assessment data, identify potential misconceptions, and adjust subsequent instruction accordingly (Yoon, 2023). Educators can maximize their impact on student learning and engagement by embedding preteaching within a broader, proactive, inclusive teaching framework.

Long-Term Impacts and Limitations

What are the long-term impacts and limitations of preteaching?

The long-term benefits of preteaching extend far beyond immediate academic gains. Early mastery experiences foster a virtuous cycle of engagement, competence development, and increased self-efficacy, impacting multiple academic areas (Lalley & Miller, 2006). This positive cycle reduces avoidance behaviors and promotes consistent participation and achievement, with particular benefits for students with ADHD, learning disabilities, or trauma histories (Yoon, 2023; Klingner et al., 2004).

While the effectiveness of preteaching is strongest in elementary settings, further research is needed on long-term transfer and implementation strategies. Nevertheless, the evidence overwhelmingly supports its transformative potential for promoting equity, participation, and durable learning outcomes (Yoon, 2023; Lalley & Miller, 2006). Thoughtful planning and teacher professional development are essential for the successful implementation of this initiative.

Conclusion

Preteaching, a research-supported instructional strategy, involves proactively introducing key concepts and skills before the main lesson. This approach, when implemented effectively by the classroom teacher, demonstrably improves student confidence, reduces achievement gaps, and fosters more inclusive and student-centered learning experiences for diverse learners (Klingner et al., 2004; Lalley & Miller, 2006; Yoon, 2023).

References

Klingner, J. K., Vaughn, S., Hughes, M. T., Schumm, J. S., & Elbaum, B. (2004). Outcomes for students with and without learning disabilities in inclusive classrooms. Learning Disabilities Research & Practice, 19(3), 176–188. https://doi.org/10.1111/j.1540-5826.2004.00046.x

Lalley, J. P., & Miller, R. H. (2006). The learning pyramid: Does it point teachers in the right direction? Education, 128(1), 64–79.

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4

Yoon, S. Y. (2023). The effectiveness of pre-teaching on academic achievement: A meta-analysis. Journal of Educational Research, 116(2), 123–140. https://doi.org/10.1080/00220671.2023.2167890.