311 Models of Intervention in Mathematics Education Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades K–Postsecondary Professional Commentary: This second chapter in the PRIME: PRompt Intervention in Mathematics Education monograph describes a number of models that school leaders can consider when designing intervention programs for children. These models are more concerned with early intervention for children in need of assistance than as remediation for those who have been unsuccessful throughout their schooling experiences.... 312 Intervention for All Students: Mathematics and Cultural Connections Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades K–Postsecondary Professional Commentary: This third chapter in the PRIME: PRompt Intervention in Mathematics Education monograph takes as its premise that good teaching is the best intervention for all students and explores the notion of culturally relevant pedagogy as one form of good teaching. A few successful intervention programs are described and research about students within the contexts of socioeconomic status, urban, rural, language (including English as a Second Language), and gender is discussed. (author/sw)... 313 Family Roles in Effective Intervention Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades K–Postsecondary Professional Commentary: This fourth chapter in the PRIME: PRompt Intervention in Mathematics Education monograph is a review of the literature related to family as an intervention factor in student success. Among the findings discussed are these: Parents’ involvement in their children’s education has been shown to have a positive impact on school achievement. Parental support has been found to have a greater impact on achievement than family characteristics.... 314 Interventions That Support Future Mathematics Learning: Developing Self-Regulated Learners in K-12 Classrooms Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades K–Postsecondary Professional Commentary: This fifth chapter in the PRIME: PRompt Intervention in Mathematics Education monograph focuses on the promotion of self-regulated learning as an intervention mechanism. Educators are beginning to think about their role in supporting young learners’ development as strategic learners. It is important for school and district-level administrators to implement plans for developing students’ learning behaviors in systematic, building-level programs across grade levels.... 315 Instructional Strategies for Improving Student Achievement: Prevention and Intervention Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades K–Postsecondary Professional Commentary: This sixth chapter in the PRIME: PRompt Intervention in Mathematics Education monograph focuses on constructivist methods of teaching as a type of proactive intervention. However, recent studies show that not all students benefit from constructivist instruction without curricular and instructional modifications and adaptations. For a multitude of reasons, even best practice with modifications sometimes fails to reach some students, making small-group or individual intervention necessary.... 316 Topic Sequencing and Curricula Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades K–Postsecondary Professional Commentary: This seventh chapter in the PRIME: PRompt Intervention in Mathematics Education monograph focuses on curriculum as a mechanism for intervention. Mathematics has long been considered a highly organized and sequential subject.... 317 Technology—Friend or Foe in Early Mathematical Intervention? Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades K–Postsecondary Professional Commentary: This eighth chapter in the PRIME: PRompt Intervention in Mathematics Education monograph asks you to stop and think about the use of technology in the modern day mathematics classroom. In many cases, the use of technology in the mathematics classroom is out of sync with the technology embraced in other aspects of our daily lives.... 318 Using Assessment to Support Learning Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades K–Postsecondary Professional Commentary: This ninth chapter in the PRIME: PRompt Intervention in Mathematics Education monograph discusses what the literature says about using assessment, particularly diagnostic and formative assessment, to discover how students are making sense of mathematics and to help them become successful learners of mathematics. Research provides strong evidence that student achievement is increased when teachers embed assessment within instruction, provide frequent and appropriate feedback to their students, and modify their instruction to build on student understandings.... 319 Teachers -- The Key to Successful Mathematics Programs Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades K–Postsecondary Professional Commentary: This tenth and final chapter in the PRIME: PRompt Intervention in Mathematics Education monograph starts with the premise that teachers are the key to any successful program for improving students’ mathematics achievement. Any new program designed to increase students’ mathematical knowledge must include professional development for teachers that targets mathematical knowledge, beliefs, teaching methods, assessment practices, and knowledge of student learning.... 320 Strategies and Discussion Model for Item Analysis (Webcast Overview) Resource Type: Professional Resource Discipline: Mathematics Ohio Standards Alignment: Grades 8–Postsecondary Professional Commentary: This site provides an overview of the first in a series of three webcasts discussing issues related to the mathematics portion of the Ohio Graduation Test (OGT). The first webcast, aired April 29, 2008, focused on analysis of student responses to geometry items on the OGT.... |