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Students struggling with mathematics may benefit from early interventions aimed at improving their mathematics ability and ultimately preventing subsequent failure. This guide provides eight specific recommendations intended to help teachers, principals, and school administrators use Response to Intervention (RtI) to identify students who need assistance in mathematics and to address the needs of these students through focused interventions. The guide provides suggestions on how to carry out each recommendation and explains how educators can overcome potential roadblocks to implementing the recommendations. The recommendations were developed by a panel of researchers and practitioners with expertise in various dimensions of this topic. The panel includes a research mathematician active in issues related to K8 mathematics education, two professors of mathematics education, several special educators, and a mathematics coach currently providing professional development in mathematics in schools. The panel members worked collaboratively to develop recommendations based on the best available research evidence and our expertise in mathematics, special education, research, and practice. The body of evidence we considered in developing these recommendations included evaluations of mathematics interventions for low-performing students and students with learning disabilities. The panel considered high-quality experimental and quasi-experimental studies, such as those meeting the criteria of the What Works Clearinghouse (http://www.whatworks.ed.gov), to provide the strongest evidence of effectiveness. We also examined studies of the technical adequacy of batteries of screening and progress monitoring measures for recommendations relating to assessment. In some cases, recommendations reflect evidence-based practices that have been demonstrated as effective through rigorous research. In other cases, when such evidence is not available, the recommendations reflect what this panel believes are best practices. Throughout the guide, we clearly indicate the quality of the evidence that supports each recommendation. This practice guide also aims to formulate specific and coherent evidence-based recommendations that educators can use to encourage girls in the fields of math and science. The target audience is teachers and other school personnel with direct contact with students, such as coaches, counselors, and principals. The practice guide includes specific recommendations for educators and the quality of evidence that supports these recommendations. We, the authors, are a small group with expertise on this topic. The range of evidence we considered in developing this document is vast, ranging from experiments, to trends in the National Assessment of Educational Progress (NAEP) data, to correlational and longitudinal studies. For questions about what works best, high-quality experimental and quasi-experimental studies, such as those meeting the criteria of the What Works Clearinghouse, have a privileged position. In all cases, we pay particular attention to findings that are replicated across studies. Although we draw on evidence about the effectiveness of specific practices, we use this information to make broader points about improving practice. In this document, we have tried to take findings from research or practices recommended by experts and describe how the use of this recommendation might actually unfold in school settings. In other words, we aim to provide sufficient detail so that educators will have a clear sense of the steps necessary to make use of the recommendation. A unique feature of practice guides is the explicit and clear delineation of the quality and quantity of evidence that supports each claim. To this end, we adapted a semi-structured hierarchy suggested by the Institute of Education Sciences.
Students struggling with mathematics and reading may benefit from early interventions aimed at improving their mathematics ability and ultimately preventing subsequent failure. This book provides recommendations intended to help teachers, principals, and school administrators use Response to Intervention (RtI) to identify students who need assistance in mathematics and reading, and to address the needs of these students through focused interventions. The book provides suggestions on how to carry out each recommendation and explains how educators can overcome potential roadblocks to implementing the recommendations.
Students struggling with mathematics and reading may benefit from early interventions aimed at improving their mathematics ability and ultimately preventing subsequent failure. This book provides recommendations intended to help teachers, principals, and school administrators use Response to Intervention (RtI) to identify students who need assistance in mathematics and reading, and to address the needs of these students through focused interventions. The book provides suggestions on how to carry out each recommendation and explains how educators can overcome potential roadblocks to implementing the recommendations.
"This book, Intensive Mathematics Interventions, provides a thorough background knowledge about mathematics difficulties across the grade span. Even more valuable to educators-this book provides user friendly guidance on how to address all of the elements of mathematics difficulties from preschool to secondary grades. Each topic provides clear guidance to support decision making about intensive instruction including examples, ideas, practices, and suggestions. You will learn about the characteristics of students with math difficulties, how to use date to progress monitor them, how to intensify interventions, specific evidence-based practices for addressing early numeracy, time and money, whole numbers, rational numbers, word problem solving strategies, algebra and even technology"--
Packed with effective instructional strategies, this book explores why certain K-5 students struggle with math and provides a framework for helping these learners succeed. The authors present empirically validated practices for supporting students with disabilities and others experiencing difficulties in specific areas of math, including problem solving, early numeracy, whole-number operations, fractions, geometry, and algebra. Concrete examples, easy-to-implement lesson-planning ideas, and connections to state standards, in particular the Common Core standards, enhance the book's utility. Also provided is invaluable guidance on planning and delivering multi-tiered instruction and intervention.
Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.
Helping Students Who Struggle With Math and Science builds on the social nature of learning to provide useful suggestions for reaching reluctant learners. It is based on the assumption that instruction that focuses on students' interests and builds on collaborative and differentiated learning will allow students to move from believing they "can't do mathematics or science" to a feeling of genuine achievement and confidence.
Teaching Math, Science, and Technology in Schools Today: Guidelines for Engaging Both Eager and Reluctant Learners offers unique, engaging, and thought-provoking ideas. The activities open imaginative doors to learning and provide opportunities for all learners. It surveys today’s most important trends and dilemmas while explaining how collaboration and critical thinking can be translated into fresh classroom practices. Questions, engagement, and curiosity are viewed as natural partners for mathematical problem solving, scientific inquiry, and learning about technology. Like the Common Core State Standards, the book builds on the social nature of learning to provide suggestions for both eager and reluctant learners. The overall goal of the book is to deepen the collective conversation, challenge thinking, and provide some up-to-date tools for teachers so they can help reverse the steady erosion of math, science, and technology understanding in the general population.
Build a lasting foundation for math proficiency right from the start The "math" is on the wall: unless our youngest mathematicians have a solid understanding of number sense, they have little hope of mastering the higher math that lies ahead. This essential resource helps you identify where K-3 students are likely to struggle, and then intervene with smart, targeted instruction. The authors provide: Teaching strategies that build number sense skills, including quantity and cardinality, fact fluency, and more Adaptations for students with specific needs, based on an RTI approach Guidance on measuring number sense through assessments User-friendly charts, tables, and sample math problems