Mathematics

What is Mathematics?

Mathematics is a much more diverse field of knowledge and skill than most consider. It incorporates not only the understanding of numerals, but words and spacial reasoning as well. Knowing how and when to use mathematical principles of addition, subtraction, multiplication, and division are just the tip of the iceberg. Students working towards mathematical competency must be able to interpret, create, and solve formulas, construct graphs and charts, decipher word problems, and much more to be proficient. Ensuring learners develop strong conceptual knowledge and procedural skills is critical to their growth as “mathematicians.” Conceptual knowledge supports students’ ability to transfer skills and apply their mathematical competencies to any circumstance and for their own purposes. Research also indicates mathematical knowledge is essential to understanding other disciplines, like science, social studies, and even music and art.

How do we promote Mathematics through an MTSS framework?

As with any student academic or behavioral need, an MTSS establishes three tiers of support for literacy development and intervention. Key mathematics practices can be implemented in alignment with the three tiers of a MTSS.

MTSS Tier and Description

Key Mathematics Practices

Tier 1

Core instruction in mathematics using evidence-based practices, standards-based curriculum, and resources using universal design principles.

This is the instruction in mathematics provided to all students across all grade levels and specific subject areas to form aligned, comprehensive mathematics programs. Also includes universal screening and assessments for instruction and interventions based on student needs.

Tier 1

Knowledge and use of evidence-based practices in mathematics
Uses Concrete-Representational-Abstract (CRA) instructional techniques as allows students to develop generalizations or rules
Use of continuous progress-monitoring assessments to inform instruction, differentiation, scaffolding, and pedagogical methods
Scaffolding provides students with supports that help them accomplish goals in a step-by-step process

Tier 2

For students who are not meeting established expectations and standards in mathematics, Tier 2 interventions can be implemented. Tier 2 interventions offer more focused instruction in small groups based on student needs informed by assessment data from progress-monitoring. Tier 2 interventions:

Remediate skill deficits
Preteach and review skills of Tier 1
Provide multiple opportunities to practice
Provide immediate and corrective feedback

For mathematics development, topics might include number sense, computation, algebraic thinking, and more.

Tier 2

Select and/or design and use an evidence-based intervention programs aligned with grade-level standards as the foundation for effective intervention based upon student needs
Continuous progress-monitoring for providing and intensifying interventions
Use of multiple strategies to intensify interventions
Provide systematic instruction
Teach clear and concise mathematical language
Use a well-chosen set of concrete and semi-concrete representations
Use number lines to facilitate learning
Provide deliberate instruction on word problems
Regularly include timed activities to build fluency

Tier 3

Students who do not make adequate progress with Tier 2 interventions may benefit from the more intensive, individualized interventions with Tier 3. Tier 3 interventions:

Are based on functional academic assessments which identify the specific causes/skill needs resulting in poor mathematics performance
Intensify the time, duration, focus, and grouping of students
Implement individual interventions that target areas of need and collect student progress monitoring data
May require specific instruction for students to learn to apply learned skills within the conditions of a regular classroom setting

Tier 3

Select and/or design and use an evidence-based intervention programs aligned with grade-level standards as the foundation for effective intervention based upon student needs
Continuous progress-monitoring for providing and intensifying interventions
Use of multiple strategies to intensify interventions
Continuous progress-monitoring for providing and intensifying interventions
Use of multiple strategies to intensify interventions
Specific, explicit, and systematic instruction