Proactive Mathematics Interventions, Grades 2-5

Karen S. Karp is a mathematics educator who focuses on the intersection of mathematics education and special education. She is a former professor at Johns Hopkins University and at the University of Louisville, where she is professor emerita. Early in her career, she received a Development Award from the Joseph P. Kennedy, Jr. Foundation to support more seamless integration between general education and special education. She is the author or co-author of numerous publications including Assisting Students Struggling With Mathematics: Intervention in the Elementary Grades and Elementary and Middle School Mathematics. Karen was on the writing team of the NCTM/CEC joint position statement on Teaching Mathematics to Students with Learning Disabilities. In 2024, she chaired the Topic Study Group on Teaching Mathematics to Students with Special Needs at the International Congress on Mathematical Education in Australia. She holds teaching/administrative certifications in elementary education, secondary mathematics, K–12 special education, and K–12 educational administration.Francis (Skip) Fennell is professor of education and Graduate and Professional Studies, emeritus at McDaniel College in Maryland. He is a former classroom teacher, principal, and supervisor of instruction, and past president of the Association of Mathematics Teacher Educators (AMTE), the Research Council on Mathematics Learning (RCML), and the National Council of Teachers of Mathematics (NCTM). He is a recipient of the Mathematics Educator of the Year Award from the Maryland Council of Teachers of Mathematics (MCTM), the Glenn Gilbert National Leadership Award from NCSM: Leadership in Mathematics Education, the Excellence in Leadership and Service in Mathematics Teacher Education Award from AMTE, the James Heddens Distinguished Service Award from RCML, and Lifetime Achievement Awards from both MCTM and NCTM. Skip’s many publications including Achieving Fluency: Special Education and Mathematics (NCTM, 2011), and The Formative 5: In Action (Corwin, 2024) have been influenced by his classroom experiences and decades long focus on assessment, number sense, fractions, elementary mathematics specialists and teacher education. Beth McCord Kobett serves as Professor and Dean in the School of Education at Stevenson University, where she works closely with early childhood, elementary, and middle school preservice teachers. She brings experience as a classroom teacher, mathematics specialist, and university supervisor.  Beth served on the NCTM Board and served as president of Association of Maryland Mathematics Teacher Educators. Beth has authored ten mathematics education books and supports professional learning efforts nationwide. She has been honored with awards such as the MCTM Mathematics Educator of the Year and Stevenson’s Rose Dawson Award for Excellence in Teaching. Deeply committed to her students, she strives to create a supportive, strengths-based learning environment that fosters curiosity, collaboration, and meaningful growth. Delise Andrews is the 3-5 Mathematics Coordinator for Lincoln Public Schools in Lincoln, Nebraska. During her career, she has worked in both rural and urban districts and has taught mathematics to students at every age from Kindergarten through the 8th grade, undergraduate mathematics methods and mathematics content courses for pre-service teachers, and graduate level courses for teachers of mathematics. Delise is a recipient of the Presidential Award for Excellence in Mathematics and Science Teaching and is a Robert Noyce Master Teaching Fellow. Delise is an active member of the NCTM, serving as a past member and chair of the Professional Development Services Committee, member of regional conference committees, chair of the St. Louis annual conference committee, Professional Services facilitator, and Associate Editor for the Mathematics Teacher: Learning and Teaching K-12 journal. She is a co-author of the Grades K-1 and Grades 4-5 books in the Classroom Ready Rich Math Tasks: Engaging Students in Doing Math series.Jennifer Suh is a mathematics educator at George Mason University, leading efforts to enhance K-8 math instruction through strength-based formative assessments and bridging activities. In partnership with the Virginia Department of Education, her project, Bridging for Math Strength, focuses on using rich mathematics tasks across grade levels, unpacking the learning progression to enhance teaching and learning. Jennifer uses this project for math intervention and multi-tiered instruction, working closely with special education and general education math teachers to meet diverse learners′ needs. She directs the Center for Outreach in Mathematics Professional Learning and Educational Technology (COMPLETE), conducting Lesson Study in schools emphasizing problem-based tasks to promote equitable access to 21st-century skills, including creativity, critical thinking, communication, and collaboration, particularly for diverse student populations.Latrenda Knighten is President (2024 - 2026) of the National Council of Teachers of Mathematics (NCTM) and a retired Mathematics Supervisor from Baton Rouge, LA. She has been an educator for more than 30 years during which she has been a classroom teacher, science specialist, mathematics coach, instructional coach, and a mathematics content provider. An active member of many professional organizations, Latrenda is a past member of the National Council of Teachers of Mathematics, National Council of Supervisors of Mathematics, and the Benjamin Banneker Association  Board of Directors. She is also the co-author of two books: Classroom-Ready Rich Math Tasks, Grades K - 1 and Five to Thrive: Answers to Your Biggest Questions About Teaching Elementary Math, K-5.

• PrefaceWhat Is This Book About?Who Is This Book For?How Does This Book Work?More on PrimingHow Do We Use Certain Language in This Book?Why Do We Choose Certain Terms?How Does Strengths-Based Language Change Mindsets?How Do We Define Terms Throughout the Text?AcknowledgementsAbout the AuthorsPart 1: Introduction to PrimingChapter 1: Introduction. Proactive Intervention: Fixing Structures, Not ChildrenSo What’s the Problem?What’s Being Done?What Needs to Change?What Is the Research Base?Recommendation 1: Systematic InstructionRecommendation 2: Mathematical LanguageRecommendation 3: RepresentationsRecommendation 4: Number LinesRecommendation 5: Word ProblemsRecommendation 6: Timed ActivitiesWhen We Talk About Intervention, What Do We Mean?What Do We Mean by Tutoring?What Are Some Key Elements of the Intervention Instruction?Employing Multiple RepresentationsCollaborating Across the TeamUsing a Preemptive and Proactive ApproachWhat Should We Think About Next?Reflection Opportunities for Chapter 1Chapter 2: Characteristics of Effective Strengths-Based InterventionsWhat Is Strengths-Based Teaching and Learning?What Is the Strengths-Spotting ProcessFour Steps to Spotting StrengthsExample of the Process Using a Student’s RepresentationHow Do We Build Rapport and Relationships?What Does It Mean to Be a Warm Demander?How Can We Integrate Culturally Responsive MathematicsTeaching as We Engage in Intervention Activities?How Can We Leverage Family Involvement in SupportingMath Proactive Intervention?How Can We Help Students Avoid or Overcome Math Anxiety?Reflection Opportunities for Chapter 2Chapter 3: Formative Assessment: Targeting and Monitoring InterventionsWhat Is Formative Assessment, and Why Is It Important?What’s the Role of Summative Assessments?And What About Feedback?How Can We Focus on Formative Assessment in Intervention Settings?Observation ToolsInterview ToolsShow Me ToolWhat Is the Importance of Task Selection in Assessment?How Can We Connect Assessment and Instruction?Reflection Opportunities for Chapter 3Chapter 4: YOUR TURN: A Proactive Preventative Mathematics Intervention/Tutoring Model in ActionConsidering Elements of Your Mathematics Intervention ProgramHow Is Our Approach Different?What Does Planning for Priming Look Like?What Does a Planning Conversation Sound Like?How Do We Connect Strengths-Based Teaching and Formative Assessment?How Can We Communicate Student Progress?What Are Other Considerations We Need to Think About?StaffingTime and LocationProgram SizeInstructional MaterialsInstruction and AssessmentWhere Do You Begin Priming Intervention Lessons?What Can We Learn From Listening to the Voices of Others Trying Priming in Their Schools?And Now, It’s Your Turn!Reflection Opportunities for Chapter 4Part 2: Putting Priming Into ActionChapter 5 Intervention TasksTask 1: Mystery Number RiddlesTask 2: Come on Down!Task 3: Trading PlacesTask 4: Adding It UpTask 5: What’s the Difference?Task 6: Targeted SumTask 7: Targeted DifferencesTask 8: Valuable DigitsTask 9: Picture ThisTask 10: Balancing ActTask 11: Escape RoomTask 12: Things That Come in GroupsTask 13: Garden SpacesTask 14: Build It BingoTask 15: Rearrange ItTask 16: Multiplication ChainsTask 17: Speed EstimatorTask 18: Magic Pot PatternsTask 19: Fraction FrenzyTask 20: Cake TimeTask 21: Line ’Em UpTask 22: To Be or Not to Be: Equivalent FractionsTask 23: Fraction Equivalence Through Quilts and FringesTask 24: Sport StatsTask 25: Fraction ZapTask 26: Fraction SumsTask 27: Fraction Multiplication: FundraiserTask 28: Fraction Multiplication: FarmlandTask 29: Fraction RacesTask 30: Shape SortTask 31: Alike and DifferentTask 32: Shape ShiftingTask 33: Shapes: Build It!Task 34: What’s My Rule?Task 35: Counting CoinsTask 36: Smart About MoneyTask 37: Measure Up!Task 38: Comparing With MeasurementTask 39: On the EdgeTask 40: Field DayTask 41: Broken ClockTask 42: Tip and PlotTask 43: Picture PerfectReferencesIndex

With this new book, Karp, Fennell, Kobett, Andrews, Suh, and Knighten have delivered an innovative strengths-based intervention approach that focuses on priming rather than remediation. The structures they have designed around co-planning, assessment, and accessible tasks can provide much-needed clarity to the complex task of math intervention work. This work takes the idea of building from student strengths and makes it tangible. I am so excited to see schools and districts implement this work!