ABSTRACT
Math intervention is targeted instruction for students struggling
with mathematics. Too often students have diffi culty understanding
math concepts, and the instruction they receive perpetuates or masks
the problems rather than addressing them. Students are left to fl ail
and founder in a confusing sea of procedures and rules. The problems
become more profound as the student moves into each new grade. As
math educators we can no longer let this happen. We must make math
meaningful for students and provide targeted instruction that focuses
on the precise academic needs of students. It is essential that we
concentrate on repairing students’ misconceptions and learning gaps
in ways that build their math capacity.
