Mathematics Research

Article #1: The Response to Intervention Framework with Mathematics Education

by Bradley S. Witzel

Witzel explores the Response to Intervention(RTI) model and how that translates to
Mathematics. The RTI model has been focused on developing student skills in literacy,
specifically reading. With that there are a lot of procedures and guidelines in place as to how to
deliver different tiers of reading intervention to the student through ongoing assessments ( both
Level A and B) and progress monitoring. However, this is not the case for Mathematics.

Within the RTI model, Witzel identifies the key areas in which RTI in Math needs to be focused:
assessment, curriculum, and instructional delivery.

Firstly, within the area of assessment, the three main areas are screening, progress monitoring,
and diagnostics. It is important for the school and/or district to adopt a reliable and accurate
screening tool which is used throughout the year. When this screening tool is used, it helps in
accurately determining the level that the student is at, as well as what tier of intervention they
need.Progress monitoring helps to track the student throughout the use of a intervention. It can
communicate whether the intervention is effective or not. Diagnostics are key in determining
what specific areas the student is struggling with and aids in determining what tier of support the
student needs.

Next, Witzel discusses the Math curriculum. Within the curriculum, Tier 1 is delivered according
to the state (ie. provincial) curriculum. Witzel explains that districts tend to focus on areas such
as operational fluency and automaticity, algebra readiness (fractions, decimals, integers,
equations, etc.), number sense (whole numbers), and word problem solving strategies(Witzel,
2010). He then goes on to note that Tier 2 and 3 interventions cannot flourish without effective
intervention and assessment at Tier 1.

Lastly, Witzel goes on to discuss instructional delivery. He outlines possible strategies to

address Math deficits in the classroom:
problem solving with teacher think alouds
scaffolded instruction with plenty of independent practice
Working with a concrete to representational to abstract sequence of instruction (CRA).

Witzel concludes that using a well-defined RTI model for Mathematics can make interventions
for students all the more effective.

Reference:

Witzel, B.S. (2010).Fitting the Response to Intervention Framework with Mathematics Education [Web
article]. Retrieved from
http://www.ldonline.org/article/Fitting_the_Response_to_Intervention_Framework_with_Mathematics_Educa
tion

Article #2: Understanding Word Problems in Mathematics

by Judy Zorfass, Tracy Gray, and PowerUp WHAT WORKS

This article explores interventions for students who struggle with math word problems. Students
who struggle are not able to understand the parameters surrounding the question and cannot
get past the initial question.

One strategy to aid students who are struggling with math word problems is called the problem
solving process. This is taken from the article and is outlined below:

1. Read the problem, then reread it and highlight key words and numbers. Reading the
problem a second time with annotations helps students sort out the core information
from the background noise.

2. Draw a picture of the situation that the problem presents. It may be helpful to first
visualize a story or imagine a movie scene. V isualizing a story can be a powerful
strategy that helps students create a picture or diagram of the problem.
3. Determine the goal of the problem.

4. Establish a strategy or write an equation to represent the picture. Estimate an answer, if

possible. Estimating or approximating an answer helps students decide if they are on the
right track.

5. Solve the problem and check the reasonableness of your answer. Reminding students
that it is rare to complete a problem correctly on the first attempt encourages them to
embrace mistakes and errors.

6. Explain your solution method.

Next, the article goes on to discuss what online resources are available to help students who
are struggling with word problems. Included is a video
(https://www.youtube.com/watch?v=bNI6cfQyxDI) which outlines manipulatives and what virtual
manipulatives are. Now more classrooms have technology which help to support students in
their learning through virtual manipulatives with a number of apps and programs. This includes
manipulatives such as Base 10 Blocks online. It also discusses supporting students with
disabilities. Tech tools in the classroom that can help students include:

The Thinking Box applet (http://www.thinkingblocks.com/index.html)

Presentation software such as Prezi or Powerpoint
Digital organizers for students to collect notes.
Reference:
Zorfass, J., Gray, T., and PowerUp WHAT WORKS (2014) Understanding Word Problems in
Mathematics. [Web article]. Retrieved from
http://www.ldonline.org/article/Understanding_Word_Problems_in_Mathematics

More Resources for Math Intervention Strategies

As part the article, Understanding Word Problems in Mathematics, the article outlines a number
of online resources including Power Up What Works,
http://powerupwhatworks.org/#home-classroom. This site outlines strategies for both English
Language Arts and Math.

The site provides different areas in which students can be supported in Math. Under each
category there are strategies, as well as additional links to research articles on the subject. See
the categories below:

It then goes into ways in which an educator could integrate technology into the development of
the specific skills (eg. understanding word problems).