INTERVENTIONS IN MATHEMATICS
Intervention has become an important way for teachers to ensure that all students succeed
in today's high stakes testing environment. Helping students who are struggling with
mathematics requires teachers to choose an appropriate time and strategy for the intervention.
Without a systematic approach, this can be a challenge for teachers who have multiple students
in need of help. The following are interventions in teaching mathematics which are used by
mathematics teachers in Alabat island national High School:
1. Using question that focuses on student thinking and reasoning to help the teacher in
monitoring students’ progress.
2. Incorporating writing activities and group work to observe student thinking and identify
misconceptions and gaps in understanding. Let the students illustrate their concepts using
drawings, graphs and models
3. Integrating Warm-Up Activities The use of quick warm-up activities in class can be beneficial
for several reasons. One of the most common reasons students may need intervention is that they
have not fully mastered prerequisites. Use warm-up activities to review prerequisites and to
gauge student mastery. Begin the lessons by having students complete several problems that
cover prerequisites. This technique will also give time to circulate among students and have quiet
one-on-one conversations. These discussions can be used as valuable informal assessment
opportunities. For example, For a unit on solving systems of linear inequalities, ask students to
solve several inequalities as a warm-up activity. Then have your students graph a few
inequalities.
4. Incorporating Multiple Representations
use this intervention to grasp the abstract concepts of higher levels of mathematics. When
introducing a new concept, use as many representations of the concept as like manipulatives and
models, real-life examples, technology, and symbolic representations.
5. Using Differentiated Instruction
Many students who need intervention struggle to learn concepts because they may not be able to
grasp abstract concepts. Varied instructional techniques will address the learning styles of
struggling students. Some students may not understand a concept when illustrated symbolically,
but may be able to understand it when it is illustrated concretely, either via models,
manipulatives, or technology. The more varied instructional strategies incorporate in lessons, the
more likely will the lessons be able to reach all students.
6. Using Small Groups or Student Pairs
Having students work in small groups or in student pairs is a beneficial instructional strategy for
struggling students. Students who need intervention may be insecure about their abilities and
consequently unmotivated. Small groups or student pairs can be less intimidating for struggling
students. Students may be more likely to ask questions and admit confusion when working in
small groups or with another student.
Students can also benefit from explanations from fellow students. Often these explanations can
make more sense to a student than one offered from an instructor. This instructional strategy can
enable teachers to spend time listening to and observing students as they work on assignments.
The grouping of students should be carefully thought out ahead of time to best address the needs
of struggling students. For many cooperative group activities, random assignments are fine, but
in the case of students in need of intervention, you will want to form groups or pairs that will be
conducive to discussion and support
7. Giving monthly/weekly awards and recognition.
8. Posting of mental mathematics. These serve as drills/ exercises to students to sharpen their
mental mathematics.
9. Exposing students to different types of assessment
10. Have enough drills and exercises on fundamental operations especially on signed and
complex numbers.
11. Encouraging students to solve mathematical problems in various ways thus incorporating
problem solving strategies in the preparation of lesson plans and in the actual teaching process.
12. Prepare “Problem of the day” to be answered by the students.
13. Use varied activities like math jingle, math poem, puzzles and games in teaching
mathematics.
