Literature Review
Educators experience a great deal of pressure about state testing. There are
percentages to meet, and published records of your school's standing. “The National Mathematics
Advisory Panel (2008) reported that mathematics is the invisible culture of our age and
emphasizes that mathematics is embedded in our lives in many ways: practical, civic,
professional, recreational, and cultural” (Little, 2009, p. 3). Students need math skills not only as
they advance in their academic career, but in life and their future careers. In order for students to
be successful with these skills, they first must be taught specifically how to solve these problems.
Developing strong mathematical thinking students includes many components. In an
interview with Ashley Tomjack (2019) she stated the importance of incorporating WIN (What I
Need) time in the classroom, specifically relating to math.What I Need time is a time of
intervention for students who may need more instruction in a math area. She stated that her
school uses What I Need time, 30 minutes a day to focus on state standards, one at a time, to fill in any gaps the
curriculum might have missed. This literature review will touch on
formative and summative assessments, standards based teaching, response to intervention, ability
grouping, and specific instruction in the classroom used during What I Need time.
References
Chamberlin, M. T. (2013). Prospective Teachers Perspectives on Mathematics Teaching and
Learning: Lens for Interpreting Experiences in a Standards-Based Mathematics
Course. School Science and Mathematics, 113(8), 369–379. doi: 10.1111/ssm.12042
Dixson, D. D., & Worrell, F. C. (2016). Formative and Summative Assessment in the
Classroom. Theory Into Practice, 55(2), 153–159. doi: 10.1080/00405841.2016.1148989
Running head: Incorporating Specific Instructional Strategies to Increase math skills
Page 8
Douglass, L., & Horstman, A. (2011). Integrating Response to Intervention in an Inquiry-Based
Math Classroom. Ohio Journal of School Mathematics, (64), 23–30.
Drickey, N. (2006). Learning Technologies for Enhancing Student Understanding of
Mathematics. International Journal of Learning, 13(5), 109–116.
Ketterlin-Geller, L. R., Chard, D. J., & Fien, H. (2008). Making Connections in Mathematics:
Conceptual Mathematics Intervention for Low-Performing Students. Remedial & Special
Education, 29(1), 33–45.
Little, M. E. . (2009). Teaching Mathematics: Issues and solutions. Teaching Exceptional
Children Plus, 6(1), 1–15.
Palmiero, C. palmiero. carlo@gmail. co., & Cecconi, L. luciano. cecconi@unimore. i. (2019).
Use of Learning Analytics between Formative and Summative Assessment. Journal of E-
Learning & Knowledge Society, 15(3), 89–99.
Webel, C. webelcm@missouri. ed., & Dwiggins, A. D. 1. add39c@mail. missouri. ed. (2019).
Prospective Elementary Teachers’ Experiences with and Perspectives on Grouping by
Ability in Mathematics. Mathematics Teacher Education & Development, 21(2), 4–23.