Numeracy Consultants takes a back-to-basics approach to teaching mathematics. Our focus is on providing teachers with a math intervention curriculum that is embedded with research based methods and best practices to support RTI or MTSS interventions.
Our math intervention programs and assessment systems focus on basic and intermediate numeracy skills and fractional concepts. Assessment is crucial to student success. We show teachers how to use our math assessments to develop basic skills and lay a foundation for more advanced concepts. Task analysis must be done to break down each concept into a smaller teachable skill.
We offer three math intervention programs, The Primary Numeracy Intervention Program (Kdg-3rd) , Multiplication Thinking Program (3rd - 5th), and the Fractional Reasoning Program (3rd - 6th). All three programs offer a free online webinar / training, free assessments, workbooks, frameworks, lessons plans, and over 200 free resources to support the programs.
We provide the resources that teachers need for a successful intervention program . Whether a school uses a Response to Intervention (RTI) model or a MTSS framework (Multi-Tier Systems of Support) our free math intervention programs will provide the support that teachers need. Our programs provide interventions for tier 1, tier 2, and tier 3.
In classrooms today, mathematics is often taught through procedures and memorization of a process. Students are shown how to do a procedure, they practice it many times but often there is no real understanding behind what they are doing. Students may be able to solve problems in isolation, but when asked to apply that knowledge in a real world experience or context, they struggle to complete the task.
Many teachers are unaware that their instruction may focus more on processes and procedures than on conceptual understanding. When instruction is focused more on memorization then on conceptual understanding, large holes develop within the curriculum and misconceptions begin to grow. This is especially true when a student already struggles with mathematics.