12 Introduction
Positive ways to share progress with students also include
highlighting what they have learned and noting what they need
to work on next. The educator may say to the student, “You
really improved your accuracy and speed with doubles. The
next concept we will focus on is near doubles.” The idea is to
celebrate what the student has learned and set the next goals.Reteach
Sometimes students do not learn what they need to learn
during regular classroom instruction or intervention. In these
cases, we must focus on reteaching. Effective reteaching is not
teaching the exact same thing in the exact same way again and
again. If students are not learning, we identify the concept and
present it in a different way. It may be necessary to move back
to a previous concept to build foundations. Or, we may need
to reveal and address a misconception. Reteaching should be
targeted to meet the explicit academic needs of the students. If a
student does not understand fact families, telling the student, in
a louder voice, what fact families are is not effective reteaching!
Instead, we must try new ways to help the student visualize and
model fact families. It may also be that the student needs more
work with addition and subtraction concepts. The point is to
make the reteaching match the immediate needs of the student.How to Use This Book
We need to know and understand each concept so that
we can identify and focus on specifi c instruction. This book is
designed to give math educators the tools to provide direct math
intervention in the areas of number sense and computation.Students who struggle in mathematics deserve personalized
math intervention. Knowing which number concepts a student