| Abstrakt: |
Many schools have organized approaches to address student reading problems, but fewer offer the same level of support for math. This lack of math help often starts with the states, as most do not require schools to provide support for struggling math students. Districts that have implemented multi-level frameworks for helping struggling students are more likely to have done so for reading than for math. Additionally, there is less scientific evidence, teacher training, and confidence in teaching math compared to reading. However, schools that have implemented an organized structure and trained educators for math interventions have seen improvements in student math skills. [Extracted from the article] |
