PRIME
PRompt Intervention in Mathematics Education
The Ohio Resource Center has released PRompt
Intervention in Mathematics Education (PRIME). The work was
commissioned and supported
by the Ohio Department of Education. The publication, edited by Sigrid
Wagner, contains chapters by Ohio educators who reviewed research and
cutting-edge intervention programs in mathematics. You can
download the entire
PDF or access individual chapters below.
Recommendations from research and characteristics of effective
programs are included. Synopses of the research chapters are presented
in the
PRIME Executive Summary, and an annotated list of programs can be
found in the
PRIME Mathematics Intervention Programs.
The PRIME Conference was held April 21, 2005, with more than 300
school administrators, curriculum supervisors, teacher leaders, and
teacher educators in attendance. Concurrent sessions in the morning
presented highlights from research on mathematics intervention.
Afternoon sessions featured successful intervention programs. The
opening session included a welcome from Margaret Kasten, Director of
the Ohio Resource Center, and an introduction by Joan Leitzel, Ohio
Department of Education. The first part of the opening session may be
seen on
PRIME Video #1 (requires Quicktime Media Player).
The opening session speaker was Steve Leinwand, American Institutes
for Research, who challenged participants to replace remediation in
mathematics with prompt intervention. His complete speech is available
on
PRIME Video #2 (requires Quicktime Media Player).
Prompt Intervention in Mathematics Education
Prompt Intervention in Mathematics Education: An Overview
. . . . . . . . . . . . . . . . . . . . . . . . .
Margaret Kasten, Ohio Resource Center
|
1
|
Models of Intervention in Mathematics Education
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Daniel J. Brahier, Bowling Green State University
|
13
|
Intervention for All Students: Mathematics and Cultural Connections
. . . . . . . . . . . . . . . . . . .
Shelly Sheats Harkness, Miami University
|
33
|
Family Roles in Effective Intervention
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Debra I. Johanning, University of Toledo
William B. Weber, Jr., University of Toledo
|
57
|
Interventions That Support Future Mathematics Learning: Developing Self-Regulated Learners in
K–12 Classrooms
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Stephen J. Pape, The Ohio State University
|
77
|
Instructional Strategies for Improving Student Achievement: Prevention and Intervention
. . . . . .
Trish Yourst Koontz, Kent State University
|
99
|
Topic Sequencing and Curricula
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Jeffrey J. Wanko, Miami University
|
131
|
Technology—Friend or Foe in Early Mathematical Intervention?
. . . . . . . . . . . . . . . . . . . . . . .
Iris DeLoach Johnson, Miami University
|
151
|
Using Assessment to Support Learning
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Mary Jane Wolfe, University of Rio Grande
|
177
|
Teachers—The Key to Successful Mathematics Programs
. . . . . . . . . . . . . . . . . . . . . . . . . . .
Michelle K. Reed, Wright State University
Nancy Schaefer, Ohio Department of Education
|
197
|