HOT MATH

a study by fuchs, et al (2006) sponsored by the center on accelerating student learning (CASL) deals with a 3rd grade intervention called "HOT math" (hands on task). it's a two-tiered system: the first tier is completely scripted and delivered whole class; the second tier is delivered in heterogeneous, small groups.

tier 1 stresses problem-solving strategies, and the first three weeks are dedicated to problem solving information like: "do the answers make sense?" "are the numbers lined up from the text?" "is the work labeled with math words and symbols?"

the remainder of the tier 1 consists of 3, four-week units (in any order):

• "buying bags" problems
• "shopping list problems
• "half" problems
• "pictograph" problems

all problems in tier 1 are structured the same and emphasize self-regulating and self-monitoring strategies. students first work in "dyads" (high/low student-pairing) on problems, then they complete one problem independently. each student receives homework that is "congruent" to the lesson taught that day. students get immediate teacher feedback on classwork and chart their individual scores on a "thermometer" (so apropos for HOT math). students inspect their thermometers before each lesson to set learning goals.

tier 2 is similar but is delivered in small groups. students are reminded about learning goals, self-regulated learning, and are rewarded with "dollars" for displaying on-task behaviors and attaining self-proscribed, academic goals.

the study found that utilizing even one tier of the HOT math program--whole or small group--had a positive effect on student math achievement.