Middle School Students' Thinking about Ratios and Proportions
Understanding RTI in Mathematics: Proven Methods and Application
Response to Intervention--what do we know about it, why does it work, and how can teachers use it to ensure high-quality K-12 math instruction? Find out in this definitive research volume, edited by National Math Panel veteran Russell Gersten with contributions by all of the country's leading researchers on RTI and math. Current and future RTI coordinator's curriculum developers, math specialists, and department heads will get the best, most up-to-date research and guidance on key facets of RTI in math: conducting valid and reliable universal screening in mathematics; using evidence-based practices to provide a strong general education curriculum for effective Tier 1 instruction; implementing explicit, research-based teaching practices for students who need Tier 2 and 3 instruction; monitoring students' progress with high-quality tools and measures; motivating and engaging struggling students receiving Tier 2 and 3 instruction; teaching students to use an array of visual representations to help them solve math problems; tailoring RTI for every grade level, from kindergarten through high school; and using RTI to target specific mathematical proficiencies and concepts, such as number sense, word problems, algebra, and ratios and proportions. Filled with vignettes, accessible summaries of research studies, and best-practice guidelines for making the most of RTI, this comprehensive volume is ideal for use as a textbook or as a key resource to guide both practitioners and decision makers. Readers will have the knowledge base they need to strengthen mathematics instruction with proven RTI practices--and help ensure better math outcomes for students at every grade level.
Jitendra, A.; Woodward, J.; and Star, J. "Middle School Students' Thinking about Ratios and Proportions." Understanding RTI in Mathematics: Proven Methods and Application, Russell Gersten and Rebecca Newman-Gonchar, eds. Baltimore: Paul H. Brooks, 2011.