MCPER recognizes that early identification and intervention is needed for students who are at risk for mathematics difficulties, and the U.S. Department of Education has recommended response to intervention (RTI) as a promising technique for preventing early learning problems. To help satisfy this need, MCPER engages in research on early mathematics acquisition and disabilities. The emphases of this research include developing and ensuring the technical adequacy (reliability and validity) of assessment measures for early identification of struggling students and for monitoring progress in early mathematics instruction; developing and validating intervention booster lessons for at-risk students in kindergarten through second grade; and validating an RTI, multitiered (Tiers II and III) model. This model includes intervention lessons with progress-monitoring tools to teach students in first and second grades who have been identified as being at risk (Tier II) or as having severe mathematics difficulties (Tier III).
Mathematics is emerging as the new content area of focus in educational research at a federal level, in part due to the recent release of recommendations by several national councils and panels, such as the National Mathematics Advisory Panel and the National Council of Teachers of Mathematics. MCPER is committed to identifying and synthesizing research findings that illuminate our understanding of both the importance of mathematics performance in students’ future success and the factors that improve the efficacy of mathematics programming (curricula and instructional techniques), especially at the secondary level.