Cecil D. Mercer, Ed.D.

Affiliations: 

• Distinguished Professor (Emeritus), Department of Special Education - University of Florida, Gainesville, FL
• Certified SIM Professional Developer - University of Kansas Center for Research on Learning

Background and Interests:
I am retired as a Distinguished Professor of Special Education at the University of Florida. As a professor, I taught courses in learning disabilities, learning strategies, instructional methodology, and behavior management. My research interests focused on learning strategies and reading and mathematics interventions. I authored numerous books and curriculum materials, including Students with Learning Disabilities, Teaching Students with Learning Problems, the Strategic Math Series, and Great Leaps Reading. For 11 years, I was Co-Director of the University of Florida Multidisciplinary Diagnostic and Training Program. In addition, I served on the Board of Directors of the International Dyslexia Association and on the Professional Advisory Board of the Learning Disabilities Association of America. I was awarded the College of Education Teacher of the Year award three times at the University of Florida and also received the University of Florida Graduate School Advisor/Mentoring Award and the College of Education Lifetime Achievement Award. As an alumnus of the University of Virginia Curry School of Education, I was awarded the Outstanding Higher Education Faculty Award.

The Story Behind the Strategic Math Series:
Many students with learning problems lack proficiency in basic number facts and are unable to acquire and maintain math facts at fluency levels. Given the problems that many students with learning problems exhibit with lower-level math skills and the importance of these skills to overall math achievement, the need existed for comprehensive programming to teach basic math facts. Susan Miller, one of my doctoral students at the University of Florida, also was interested in determining effective ways to teach mathematics. For her dissertation, we designed a study that involved the use of the Concrete-Representational-Abstract (CRA) teaching sequence to help students acquire an understanding of place value. Because the CRA sequence is appropriate for teaching the understanding of math throughout the span of math concepts, skills, and word problems, we conducted a series of studies and field tests related to teaching basic math facts using the CRA sequence with integrated strategy instruction, a graduated word problem sequence, math timings, and numerous Pig Dice Games for enjoyable practice. Due to the research results, the success and excitement of students in the program, and the enthusiasm of teachers using the CRA teaching sequence, Don Deshler and Jean Schumaker encouraged and supported the creation of the Strategic Math Series.