NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1035864
Record Type: Journal
Publication Date: 2014-Feb
Pages: 8
Abstractor: ERIC
Reference Count: 10
ISSN: ISSN-1072-0839
Systematic Interventions for Teaching Ratios
Hunter, Amy E.; Bush, Sarah B.; Karp, Karen
Mathematics Teaching in the Middle School, v19 n6 p360-367 Feb 2014
Mathematics interventions for struggling students supplement regular instruction and are frequently implemented through computer programs and activity sheet practice (Swanson et al. 2012). However, students with foundational misunderstandings do not benefit from additional drill and practice alone. Instead, interventions that balance concepts with procedures help build on students' strengths and prior knowledge. To provide this type of instruction, teachers should know how to pinpoint the essence of the mathematics needed for student learning; diagnose students' thinking to determine strengths, weaknesses, and misconceptions; and design instruction that builds from that information. Emphasizing movement among concrete, semiconcrete, and abstract (CSA) representations is one instructional strategy that helps students build conceptual understanding (Sousa 2007). This article presents a framework for systematic mathematics interventions and a model for using this framework with ratio reasoning.
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:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A