Emily McAlpine's Portfolio Page
Navigation links: ETAP 623 Spring 2023 (Zhang) | Teaching Middle School Mathematics Intervention (AIS)
About Me
My name is Emily McAlpine and I am from Saratoga Springs, NY. I graduated from Marist College in 2021 with a degree in Adolescent Education and Mathematics. I am certified to teach Math for grades 7-12 and am currently pursuing my masters degree in Curriculum Development and Instructional Technology at SUNY Albany.
My Topic and Purpose
Middle school-level math intervention often comes in the form of a class that students take in addition to their traditional, grade-level math class. These classes are designed to support students who are underperforming in math due to gaps in their knowledge and understanding. It is no secret that many students need this additional support and, given their unique learning experiences during the pandemic, that number is not likely to decrease in the coming years. I chose this topic because I am familiar with the challenges and complexities that come with teaching a math intervention course. These courses are unique in that they typically evaluate students based on evidence of learning, rather than a process of traditional grading. This requires an additional layer of support for student engagement and motivation and provides opportunities to promote a growth mindset. I taught 8th Grade AIS Math and learned many new concepts and strategies for implementing effective math interventions while supporting students’ progress in their grade-level math class. These ideas will be addressed throughout this course on teaching math Intervention classes at the middle school level.
Scope of Learning Outcomes and Content
In this course, you will learn various intervention methods and strategies to engage students and target their gaps in Mathematics. When teaching an intervention course, it is common for students to require vastly different instruction, both related to the content and design. One of the first things you will learn is how to design instruction that encourages individualized learning and independent progress monitoring. Along with this, you will learn strategies for building and tracking students’ fluency and conceptual understanding in Math. The second half of this course will focus on the concepts of student engagement and motivation. It is typical for students in math intervention courses to struggle in this regard and this could contribute to their need for intervention. Finally, this course will provide strategies that address the added layer of necessity for student motivation within your class, due to a lack of traditional grading.
Needs Assessment
The Educational Problem and Opportunity
Within the context of Math Intervention, there are two main problems that can be identified. The first is the increasingly vast population of students in need of intervention. We are seeing these numbers continue to rise as a result of the pandemic and recent research has shown that "The largest decreases in percentages of students on grade level in math occurred in grades 4 through 6" (Shwartz, 2021). Students in grades 4 through 6 are either nearing or just beginning middle school and, by definition, intervention is needed when a students skills and abilities are determined to fall below their grade level. This shows the high need for effective instruction relating to math intervention in middle school.
The second problem is primarily what this course will seek to address; the difficulties associated with designing instruction to achieve effective intervention and meets students' differing needs. Within this second problem, there are many difficulties to be addressed, such as making meaningful use of the overwhelming amounts of data that intervention teachers are faced with. These vast amounts of data can make it difficult to identify individual gaps, determine if current interventions are working, and plan instruction to meet the needs of every student in the class. Another difficulty within this second problem is the idea of engaging and motivating students who already feel a sense of failure around their abilities in Math. Research shows that "Given the crucial role of self-determined motivation in maths with regard to achievement...maintaining and fostering students' motivation and their beliefs in their own abilities must be viewed as a particularly important educational objective" (Bradenberger, et al., 2018, p. 296). Thus, these difficulties present an opportunity to foster independent learning and growth related to student success in math.
The Learners/Participants
The intended learners for this course are pre-service and in-service teachers who would like to learn more about designing and implementing math intervention services at the middle school-level. Learners who do not fall into those categories may still find relevant and useful information throughout the course.
Intent Statement
This mini-course will provide information, tools, and strategies around how to design and implement effective Math Intervention that promotes independent learning.
Analysis of the Learner and Context
This course is designed for pre-service and in-service math teachers and it will focus on designing instruction for intervention classes (AIS). However, there will certainly be information that is relevant and useful in providing instruction to students who may need additional support in their traditional, grade-level math class. While this course is designed to be completed independently and by a teacher, it will provide resources that can be used by and/or given to students. Learners should have some experience working with middle school math students and familiarity with state standards. Learners should also have an interest in designing and teaching lessons that foster engagement and student growth. Knowledge gained from this course may also benefit high school teachers whose students have gaps that can be traced back to middle school-level (or earlier) skills and concepts.
Performance-Based Objectives
At the end of this course, learners will be able to
Explain the value of a classroom environment that fosters a growth mindset.
Recognize the importance of continuous formative assessment and the meaningful use of data in mathematics instruction.
Identify strategies that motivate students to engage with mathematical content and value learning.
And;
Create math intervention lessons that
- Support independent learning, self-assessment, and self-reflection.
- Encourage student engagement and deepen conceptual understanding.
- Target gaps in knowledge and build fluency and problem-solving skills.
Task Analysis
Before taking this course, the learner should meet the following pre-requisite requirements:
1. A general understanding of the purpose of AIS Math courses or general math intervention.
2. A background in math, experience designing lessons, and a basic understanding of state standards.
3. Be actively seeking to learn about teaching math at the middle school level.
Unit 1
Introduction to Teaching Math Intervention
After this unit, learners will be able to:
- Recognize the importance of incorporating certain features into instruction designed for math intervention.
- Identify technology platforms that can be used to support instruction and student learning.
Unit 2
Fostering Independent Learning and Self-Reflection
After this unit, learners will be able to:
- Discuss the value of teaching and encouraging growth mindsets in students.
- Compose questions that encourage student goal setting and self-reflection.
Unit 3
Student Engagement and Motivation
After this unit, learners will be able to:
- Explain the importance and benefits of student engagement and motivation in math intervention classes.
- Identify instructional strategies and activities that engage students and build problem-solving skills.
- Describe methods for individual and whole class reward systems in place of traditional grading.
Unit 4
Putting it All Together and Lesson Planning
After this unit, learners will be able to:
- Design and organize a binder for student use in math intervention class.
- Create and design a lesson plan for a middle school math intervention class.
Curriculum Map
References and Resources
Brandenberger, C. C., Hagenauer, G., & Hascher, T. (2018). Promoting students’ self-determined motivation in maths: results of a 1-year classroom intervention. European Journal of Psychology of Education, 33(2), 295–317. http://www.jstor.org/stable/44951956.
Schwartz, S. (2021, November 4). What new data reveal about students’ math and reading performance right now. Education Week. https://www.edweek.org/leadership/what-new-data-reveal-about-students-math-and-reading-performance-right-now/2021/11.