NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1001737
Record Type: Journal
Publication Date: 2012-Aug
Pages: 10
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1073-5836
RtI in Math Class
Gresham, Gina; Little, Mary
Teaching Children Mathematics, v19 n1 p20-29 Aug 2012
One of the most difficult tasks that classroom teachers face is finding ways to reach all their students and match each student's level of mathematical readiness and performance to the skills they are required to teach. In classrooms and schools, current federal and state requirements have increased the emphasis on accountability for improved achievement in mathematics for all students (IDEA 2004; NCLB 2002; NCTM 2000). Specifically, the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 outlines Response to Intervention (RtI) as a process for continuously improving achievement for students struggling to learn and to reduce the number of students who are being referred for special education services. The RtI process relies on proactive, instructional problem solving among educators to develop dynamic instructional or intervention plans that are based on assessment data and that address academic or behavioral concerns about students. RtI in mathematics focuses on the effective use of evidence-based instructional approaches, resources, and strategies within the classroom while continuously monitoring student learning. This article revisits Harwood's class to describe the RtI in mathematics process as it is implemented within a classroom and school. (Contains 5 figures.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A