Intensifying Interventions for Students by Identifying and Remediating Conceptual Understandings in Mathematics (original) (raw)

The paper discusses strategies for intensifying mathematical interventions in elementary education, focusing on addressing conceptual misunderstandings among students, particularly those with disabilities. Using a case study of a special education teacher, it highlights the importance of personalized and scaffolded instruction within the Response to Intervention (RTI) framework, emphasizing the need for explicit teaching of foundational concepts, continuous assessment, and collaboration among educators to improve student outcomes in mathematics.