8 Introduction
mathematics educators. The panel recommends that “teachers
must know in detail the mathematical content they are
responsible for teaching and its connections to other important
mathematics topics, both prior to and beyond the level they are
assigned to teach” (2008 p. 37). Educators must understand the
concepts, know which concepts the student needs to work on,
and know how to assess the level of understanding the student
currently has. Good educators strive to increase their levels
of expertise. They gain knowledge through their classroom
experiences, pedagogical discourse with other educators, and
using a variety of resources. Those providing math intervention
can be a veteran or new classroom teacher, special educator,
ELL teacher, paraeducator, instructional assistant, teacher aide,
volunteer, tutor, and/or parent. The point is for educators to
have the expertise and resources necessary to provide successful
math intervention for students.Successful math intervention includes the important
processes established within the CCSS for Mathematical
Practice (2010). We want our students to persevere, reason,
evaluate, use tools strategically, attend to precision, and search
for math structure. These essential processes help students
apply and adapt critical thinking. The invitation to engage
in each of the Mathematical Practices during intervention is
present any time, but is particularly active when the teacher
asks higher level questions and when students participate in
concept-driven games and problem solving situations.The level of motivation and commitment that a student
has infl uences the effectiveness of math intervention. Games
motivate and empower students. Games open up multiple
opportunities for meaningful mathematics, and they are fun.