Includes bibliographical references.

1. How are Mathematics Interventions Typically Defined and Conceptualized? 2. What Does It Mean for a Learner to Know and Learn Mathematics Well? 3. How Can Teaching be Designed to Bring Forward Learners’ Prior Knowledge? 4. How Can Teaching Support Learners to Build Norms, Position Learners as Active, and Change Thinking? 5. How Can Teaching be Used to Promote Learners to Reflect Upon and Discuss their Thinking? 6. How Do I Document and Use Learners’ Changes in Thinking to Inform Instruction within Small Environments? 7. How Do the Principles of the Book Apply to Virtual Small Environments?

Design effective, learner-driven math interventions with this accessible and thought-provoking guidebook. Learn how to set up instruction to promote participation and understanding, plan purposeful, targeted tasks, develop student thinking, and create tools to assess student work in a way that measures learning, not just performance. Chapters explore questions that educators frequently struggle with when designing interventions, offering user-friendly research and evidence-based strategies to help overcome common hurdles. This book is essential reading for anyone seeking an adaptive approach to Tier 2 and 3 interventions that positions struggling students as competent learners.

College of Education Bachelor of Secondary Education major in Mathematics

In English