ABSTRACT
Secondary math students enter the classroom with a wide range of skills and abilities. Gaps in prior knowledge can continue to impact students’ current math development. Effective teaching requires specific knowledge of what students already know and what they are ready to learn next. This chapter highlights the importance of gauging student readiness for math instruction and acting on that information. Topics in this chapter include the qualities of effective pre-assessment, categories of prerequisite knowledge, and strategies for helping students overcome learning gaps to access grade-level content. The content is presented with sample pre-assessment strategies and suggestions for effectively using pre-assessment data.
