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Before we get started…
What are the common needs of our students beyond the reach of our universal level of support at our school? What do we currently have in place to address those needs?
Please type your response in the chat box.
Today’s Session – Content, What Do You Intervene On?
Series Outcomes
Know recommended practices for students struggling to learn math
Access math intervention research and resources
Connect with practitioners across the state
Create a plan to improve your school's math interventions
What the research says
How it looks in practice
Reflection & resources
Q&A Until 10:15
Agenda
Today’s featured practice
Interventions should focus intensely on in-depth treatment of whole numbers in grades K - 5 and on rational numbers in grades 4 - 8.
Our “Mathematical Selves”
Schoenfeld, A. et al. (2014). Solomon (2009).
Agency
AuthorityIdentity
My conception and expression of my own individuality and my group (cultural) affiliations as a potential “math person.”
My perception that others see me as a capable mathematics learner.
My perception that I am someone who can do and learn mathematics
What the research says
How it looks in practice
Reflection & resources
Q&A
Agenda
How to carry out this recommendation
In grades K-5* interventions should
focus almost exclusively on
properties of whole numbers and operations.
In grades 4 - 8, interventions should
focus on in-depth coverage of rational
numbers & advanced topics in whole
number arithmetic.
Establish collaborative teams with expertise in math instruction and curriculum, to ensure that four
criteria are covered in depth in interventions.
*Some older students also benefit.
researchEstablish collaborative teams with expertise in
math instruction and curriculum, to ensure that four criteria are covered in depth in
interventions
Integrate computation with problem solving
Importance of mathematical reasoning
and sense making for calculations
Materials should ensure student growth
Frequent review and practice
Critical Components of Mathematics Interventions
Achieve the Core
“Premature experience with formal procedures may lead to symbolic knowledge that is not based on understanding, or connected to the real world. This may impede students’ number and operation sense.”
Kieren (as cited in Huinker, 2002, pp.73-74), A Focus on Fractions
Conceptual Understanding• Conceptual understanding refers to an integrated and
functional grasp of mathematical ideas.
• Students with conceptual understanding understand why a mathematical idea is important and the kinds of contexts in which is it useful.
• Conceptual understanding supports retention.
Strategy or Algorithm?
Computation strategy Purposeful manipulations that may be chosen for specific problems, may not have a fixed order, and may be aimed at converting one problem into another.
Computation algorithm A set of predefined steps applicable to a class of problems that gives the correct result in every case when the steps are carried out correctly.
In Grades K-8, How Many Standards Reference Using “Strategies”?
26 standards
Grade K: CC
Grade 1: OA, NBT
Grade 2: OA, NBT
Grade 3: OA, NBT
Grade 4: NBT, NF
Grade 5: NBT
Grade 7: NS, EE11% of K-8 standards
5 standards
In Grades K-8, How Many Standards Reference Using “Algorithms”?
Grade 3: NBT2
Grade 4: NBT4
Grade 5: NBT5
Grade 6: NS2, NS3
2% of K-8 standards
researchIn grades K-5* interventions should focus almost exclusively on properties of whole numbers and operations.
Counting Number Value
*Older students may also benefit
research
CountingNumber valuePlace valueOperations with whole numbers
In grades K-5* interventions should focus almost exclusively on properties of whole numbers and operations.
Place Value Operations with Whole Numbers
*Older students may also benefit
research In grades 4 - 8, interventions should focus on in-depth coverage of rational numbers & advanced topics in whole number arithmetic
research In grades 4 - 8, interventions should focus on in-depth coverage of rational numbers & advanced topics in whole number arithmetic
Jon sold 60 magazine and Mark sold 80 magazines. The magazines were all sold at the same price. The total amount of money received for the magazines was $700. How much money did Mark receive?
How many 8th graders in the United States
correctly solved this problem?
Up next…What it looks like in practice
In grades K-5* interventions should
focus almost exclusively on
properties of whole numbers and operations.
In grades 4 - 8, interventions should
focus on in-depth coverage of rational
numbers & advanced topics in whole
number arithmetic.
Establish collaborative teams with expertise in math instruction and curriculum, to ensure that four
criteria are covered in depth in interventions.
*Some older students also benefit.
What the research says
How it looks in practice
Reflection & resources
Q&A
Agenda
Today’s featured presenters
Karen Stuttgen, Fall Creek School Michelle ParksCESA 10 Math Consultant
Mary Ann ModrakMath Recovery SpecialistCESA 10 Math Coach
What the research says
How it looks in practice
Reflection & resources
Q&A
Agenda
To what extent does the content of our interventions match the recommendations presented today?
Please enter your response in the chat box.
Additional Resources
Thank you for attending!
SPECIAL THANKS AGAIN TO OUR GUEST PRESENTERS!
Mary Ann Modrak , CESA 10 Mathematics [email protected]
Michelle Parks, CESA 10 Mathematics [email protected]
Karen Stuttgen, Math Interventionist & RtI [email protected]
Upcoming Webinars
January 13 – Visual Representations
February 16
March 17
April 20
May 17
What the research says
How it looks in practice
Reflection & resources
Q&A Until 10:15
Agenda
Access webinar recording at http://wisconsinrticenter.org/event/all/videos.html
Sara [email protected]
Heidi [email protected]
Thank you for attending!
