Resources and Tools for Elementary Math Specialists and Teachers
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Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools

In this practice guide the Institute of Education Sciences (IES) provides reseach based guidelines for implementing a school or system wide intervention program. The guide identifies eight recommendations to help educators use response to intervention practices, provides a brief description of each, establishes the relative strength of the research base, and discusses difficulties that may occur in implementing these interventions.
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(1 Comments)
Contributed by: U.S. Department of Education - Initiator, Institute of Education Sciences - Publisher, Russell Gersten, et al. - Author
This resource is included in the following PD Collection(s):
Strategies for Teaching Students Struggling With MathematicsThis collection supports teachers working with students with learning disabilities or struggling with math in general. Teachers will find resources to engage learners, strategies to enhance problem solving and suggestions for intervention models. When teachers chose appropriate material and technology that reflects students' abilities and preferences, students have a better opportunity to learn new concepts. Several videos, articles and research reports help teachers with strategies and techniques to reach struggling learners more effectively.
Math TopicNumber Sense, Basic Operations, Number Concepts, Mathematical Practices, Mathematical Processes
Grade LevelK, 1, 2, 3, 4, 5, 6+
Resource TypeReference Materials

  • Additional Information
    • AudienceAdministrator, Educator, Professional/Practitioner
    • LanguageEnglish (USA)
    • Education Topic
    • Interdisciplinary Connection
    • Professional DevelopmentYes
    • ContributorU.S. Department of Education - Initiator, Institute of Education Sciences - Publisher, Russell Gersten, et al. - Author
    • Publication Date2009-04
    • RightsPublic Domain
      http://ies.ed.gov/ncee/wwc/publications_reviews.aspx
    • AccessFree access
  • Standards
    • Common Core State Standards for Mathematics

      Select a standards document:

  • User Comments
    • 5
      Thank you for sharing these
      By lucyda on 03/23/2017 - 06:09
    • Thank you for sharing these strategies. Based on my knowledge American students do lag many Asian peers and I do hope this gap will disappear some day. Still, based on info I got to type my essay on the same, this is not a surprise. 1. Many Asian students receive extra tutoring in math and practice math in the evenings, all of which is overseen by their parents. So their formal education is supplemented by what happens out of school. A lot of U.S. students who are not Asian are playing sports or watching TV or playing more video games. (Of course there are many exceptions.) 2. Many Asian parents are more involved in education compared to other cultures that leave too much education up to the schools, which are sometimes woefully inadequate. 3. The math textbooks contain too many ways to solve problems and not enough description about how to actually do the work so even if a parent wants to help, the parent may need to have access to additional resources--the textbooks I've seen aren't great. 4. I suspect discipline in U.S. schools is lax compared to many countries so it is more difficult for students to learn due to the constant ongoing disruptions in the classrooms. 5. The U.S. seems to produce a lot of elementary teachers who do not like math and probably don't teach it or understand it well. 6. Overall, expectations of students seem too low in the U.S. 7. Insufficient attention is paid to what is going on in middle/junior high schools in the U.S. so these years are often mostly a waste academically. 8. Many Asian students I am familiar with have great music educations, which are also supplemented outside of school, and music combined with the discipline of practicing an instrument (aiding in focus) seems to help them succeed in areas like math. Music for many students in schools has been cut, which is tremendously short sighted on the part of those in charge. (Administrative salaries continue to go up without increasing outcomes.)