Introduction 7More is better is not necessarily true when it comes to
math intervention. It really depends on what you mean by
more. A packet of 100 math problems does not make a better
mathematics student. More problems do not necessarily help
students, especially if students are left alone to solve page after
page of problems. In these cases, all the students typically learn
is that they are not good at solving math problems—worse yet,
that they hate math. To make the more is better idea benefi cial for
struggling students, consider more time, more instruction, more
strategies, and more opportunities for success. These are the
ingredients needed for successful math intervention.
Drill does kill. It kills the spirit of learning (Taylor-Cox &
Kelly 2008). Too much drill is boring, isolated, and unproductive.
Struggling students do not need stacks of fl ash cards. They
need motivating math games that provide them with multiple
opportunities for learning. Struggling students must have
experiences that help them understand the math, not empty,
meaningless experiences. They need context and connections so
they learn to own the mathematics.
Certainly, struggling students do not need more of the same.
Obviously, the original instruction did not work; otherwise
they would not be struggling. Struggling students need new
strategies and experiences beyond the textbook. We must offer
our struggling students targeted instruction aimed at fortifying
specifi c math concepts for students. Struggling students benefi t
from new and creative ways in which to learn the information.
An educator’s expertise plays an important role in
successful math intervention for struggling students. One
of the recommendations made on the report given by the
National Mathematics Advisory Panel involves the expertise of