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Response to intervention in mathematics: Critical elements
Author(s) -
Lembke Erica S.,
Hampton David,
Beyers Sarah J.
Publication year - 2012
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21596
Subject(s) - response to intervention , mathematics education , reading (process) , reform mathematics , checklist , intervention (counseling) , psychological intervention , core plus mathematics project , connected mathematics , identification (biology) , math wars , psychology , best practice , learning disability , pedagogy , special education , political science , psychiatry , botany , law , cognitive psychology , biology
While implementation efforts using a Response to Intervention (RtI) model to increase reading instruction are becoming widely used, more administrators and teachers are looking to learn effective RtI practices to support learning in mathematics. This article explores some of the key elements of RtI practices in mathematics, including screening for identification of struggling learners and progress monitoring for gauging instructional effectiveness. In addition, several of the pressing needs regarding the importance of mathematics proficiency for all students are discussed. We describe some of the similarities and differences between RtI processes in reading and mathematics. The article addresses the use of diagnostic data and details the importance of “core” instructional practices that reflect the standards included in the National Council of Teachers of Mathematics standards and Common Core Mathematics standards, among others. The article concludes with a discussion of some evidence‐based interventions in mathematics, and we provide an implementation checklist to assist educators as they begin to implement RtI in mathematics. © 2012 Wiley Periodicals, Inc.