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Evidence for the Need of Combined Math and ELA Intervention
In developing Integrated Intervention Curriculum for 9th and 10th Grade
The number of students who are underperforming on their grade level has increased since
the pandemic. This phenomenon necessitates remediation of most, if not all subject areas on all
grade levels. Traditionally, teachers past the 5th grade level would teach one subject if not for the
year, for their entire career. However, the growing gaps in AISD and selected charter schools in
the Austin area show that an integrative intervention approach may be beneficial (SAS). This
document will refer to certain concepts: use of hand writing for math remediation (Koedinger,
Wilcox), use of hand writing in ELA intervention (Graham, Li, McCarroll), and certain teaching
strategies that will enhance the curriculum and further give students the opportunity for retention
of knowledge and application of knowledge (NCTM).
The use of handwriting in both ELA and Mathematics can engage students better than
typing (Graham, Li) as well as expose teachers to gaps in understanding as well as time on task.
This application of handwriting may lead to the increase of learning potential through the
engagement of mathematics by teaching scaffolded lessons to the students. For mathematics,
there are certain modes of instruction needed for maximum engagement and retention. For
instance, the differentiation from geometric, or logical, concepts to Algebra through algebraic
expressions, proofs, graphing, and linguistic expressions allows for the students to engage in
tiered, differentiated, and engagement through a multiple intelligences standpoint (NCTM,
Wilcox, Gardner). For English Language Arts, the constant exposure of grade level material
coupled with linguistic analysis and lexical development as standard practice could lead to an
increase of student performance through an increase of learning potential (NCTM, Wilcox, Li).
Along with teacher encouragement and the availability of many online resources, a learning
environment can shift to more of a research environment where the students have access to
growing knowledge at their own pace.
The concepts for ELA intervention could also apply for maths. For instance, if an Algebra
I class is learning polynomial long division, the students can be given many methods on how to
operate the problem. In addition to this, the remediation of this algebraic operation can be
applied as follows: graphing the operation as a function, using the lambdoma matrix for long
division practice, and aural instruction coupled with note taking on polynomial division (NCTM,
TEKS). As there is evidence of correlating student performance and the exposure of grade level
material in math (NCTM), an math curriculum can be taught through a lesson of the day
mentality. However, this same material can allow students to think about the next level of
difficulty for this math concept; as well as integrate remediation and real-world applications
during that same lesson. Math intervention could also engage in lexical building throughout the
year to alleviate the translation from the colloquial language to the academic language. This
allows for the tie-in of the current ELA curriculum and the math curriculum to reinforce the
curriculum to increase student learning potential and retention (NCTM).
In conclusion, the need for remediation of all subjects is needed, especially after the
students have engaged in distance and hybrid learning for the past two years. Although tested and
taught individually, a combined approach to remediation can tackle what is an interdependent
issue as both scores of ELA and Maths are suffering.
Works Cited
Gardner, Howard, and Thomas Hatch. “Educational Implications of the Theory of
Multiple Intelligences.” Educational Researcher, vol. 18, no. 8, Nov. 1989, pp. 4–10,
doi:10.3102/0013189X018008004.
Graham, Steve, and Naomi Weintraub. “A Review of Handwriting Research: Progress and
Prospects from 1980 to 1994 - Educational Psychology Review.” SpringerLink, Kluwer
Academic Publishers, https://link.springer.com/article/10.1007%252FBF01761831.
Hero, Barbara. “The Historical Context of the LAMBDOMA Matrix and Its Applications.”
IEEE Xplore, https://ieeexplore.ieee.org/document/1427116.
Koedinger, Kenneth. “How Handwritten Input Helps Students Learning Algebra Equation
Solving.” Academia.edu, 17 Dec. 2015,
https://www.academia.edu/17528025/How_Handwritten_Input_Helps_Students_Learning_Alge
bra_Equation_Solving?from=cover_page.
Li, Jun. Principles of Effective English Language Learner ... - Eric.
https://files.eric.ed.gov/fulltext/ED562799.pdf.
McCarroll, Hope, and Tina Fletcher. “Does Handwriting Instruction Have a Place in the
Instructional Day? the Relationship between Handwriting Quality and Academic Success.”
Taylor & Francis, https://www.tandfonline.com/doi/full/10.1080/2331186X.2017.1386427.
NCTM, National Council of Teachers. Principles to Actions - National Council of
Teachers of ...
https://www.nctm.org/uploadedFiles/Standards_and_Positions/PtAExecutiveSummary.pdf.
“SAS/IntrNet Application Dispatcher.” Application Dispatcher,
https://rptsvr1.tea.texas.gov/cgi/sas/broker.
TEKS. STAAR Standards Snapshot – Algebra I.
https://www.gpisd.org/cms/lib01/TX01001872/Centricity/Domain/901/STAAR_Standards_Snap
shot_Math_New_TEKS_Feb_2014_Algebra_I.pdf.
Wilcox, Brad. Monroe, Eula. “Integrating Writing and Mathematics.” Reading Rockets,
23 Aug. 2017, https://www.readingrockets.org/article/integrating-writing-and-mathematics.
