Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Ele

1. Institute of Education Sciences Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Recommendation 2Instructional materials for students receiving interventions should focus intensely on in-depth treatment of whole numbers in K-5 and on rational numbers in grades 4-8. Level of Evidence: Low

2. Research to Support the Recommendation The specific content of interventions must be centered on building a basic foundation in math. • Cover fewer topics in more depth and with strong coherence. • In-depth coverage of key topics and concepts--first in whole numbers, then in rational numbers--is critical for success.

3. Research to Support the Recommendation Important consensus documents in the field of math education call for teaching fewer topics thoroughly rather than teaching many topics on a surface level. • NCTM’s Focal Points document (2006) is built around teaching fewer concepts better at each level. • The National Math Advisory Panel Report (2008) also advocates focusing on teaching whole numbers well, then on teaching rational numbers.

4. How to Carry Out the Recommendations

5. In grades K-5, Tier 2 and 3 interventions should focus on properties and operations involving whole numbers. • The goal is proficiency and mastery. • In-depth coverage and extensive review are essential. • Content should vary by grade level and student skill level and include such topics as: • Counting • Place value • Operations • Knowledge and fluency with math facts • Solving whole number problems

6. In grades 4-8, tier 2 and 3 interventions should focus on in-depth coverage of rational numbers and advanced topics in whole number arithmetic. • The focus on rational numbers should include: • Understanding the meaning of fractions, ratios, decimals, percents • Problem-solving with fractions, ratios, decimals, percents • Use visual representation, such as number lines, in conducting instruction on rational numbers. • Some students in grades 4-8 will also require additional work on basic arithmetic facts and/or on basic whole number topics. • Accurate and fluent arithmetic with whole numbers is needed before understanding fractions.

7. Ensure that specific criteria (see below) are covered in depth in any intervention materials selected. Materials should: • Integrate computation with problem-solving and picture representations. • Stress reasoning and “making sense” of the mathematics. • Ensure that students build proficiency with the algorithm. • Include frequent review for understanding the content. • Include an assessment to assist in placing students correctly in the intervention curriculum.

9. Concerns & Considerations • Alignment of the intervention materials with the core instructional program • Alignment with the core curriculum is not as critical as developing proficiency in the foundation of mathematics. • Acquiring these proficiencies is needed for future achievement in math. • Students should still receive core classroom instruction aligned to district or state standards.

10. Concerns & Considerations • In Tier 2 and 3 intervention materials, lessons might include topics not essential to basic proficiency in math (time, money, measurement, etc.) • Unless these are the only deficiencies, focus intervention time on basic math concepts and skills in whole or rational numbers, as noted previously.