Response to Intervention in Middle and High School Mathematics

Response to Intervention in Middle and High School Mathematics

Lynn Gannon Patterson (Murray State University, USA) and Meagan Musselman (Murray State University, USA)
DOI: 10.4018/978-1-4666-8516-1.ch006
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Abstract

Secondary schools are complex in structure and are challenged daily to provide high-quality, effective Response to Intervention (RTI) models in their school settings. RTI must be handled very differently in a middle or high school compared to an elementary school, and larger numbers of students, stricter time constraints, lack of resources, and larger academic gaps are among the typical obstacles secondary teachers face, including math teachers. However, there are RTI models that will work well in math classes, including the Adolescent Mathematics Intervention Structure (AMIS), which focuses on providing motivation, opportunities for academic discourse, cooperative learning, and a positive mathematical classroom environment. Additionally, students thrive in a mathematical learning environment that includes a focus on multiple representations for the mathematics, manipulatives, and targeted learning centers designed specifically for middle and high school students. This chapter focuses on discussing AMIS and providing recommendations for its implementation in secondary math classes.
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Overview Of Adolescent Mathematics Intervention Structure

In education, we entered the Age of Accountability with the passage of the 2001 No Child Left Behind legislature. We have now entered the Age of Differentiation, with general education teachers being held responsible for meeting the needs of all learners. Gone are the days of preparing a lesson at targeted grade level, delivering it to the class, and hoping that most students benefit from it. Gone are the days of even varying instructional practices to attempt to meet learner needs yet still being surprised by achievement results once a summative assessment is given. Teachers must now know the needs of each individual student in their classroom and be responsible for helping each student advance academically.

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