Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades

We checked this card's citation and the finding we state against the source's own page or record in October 2026.

What it found

A What Works Clearinghouse panel distilled recent intervention research for elementary students who struggle in math into six recommendations for small-group intervention in grades K–6, and rated the evidence for all six Strong: systematic instruction, clear mathematical language, concrete and semi-concrete representations, the number line, deliberate teaching of word problems, and regular timed activities for fluency.

The recommendations and the panel's ratings

1. 1. Provide systematic instruction during intervention to develop student understanding of mathematical ideas. Strong evidence
2. 2. Teach clear and concise mathematical language and support students’ use of the language to help students effectively communicate their understanding of mathematical concepts. Strong evidence
3. 3. Use a well-chosen set of concrete and semi-concrete representations to support students’ learning of mathematical concepts and procedures. Strong evidence
4. 4. Use the number line to facilitate the learning of mathematical concepts and procedures, build understanding of grade-level material, and prepare students for advanced mathematics. Strong evidence
5. 5. Provide deliberate instruction on word problems to deepen students’ mathematical understanding and support their capacity to apply mathematical ideas. Strong evidence
6. 6. Regularly include timed activities as one way to build fluency in mathematics. Strong evidence

What kind of study it is

Design

Practice guide

Weight

Each recommendation counts by the panel's own rating: Strong as a synthesis, Moderate as a trial, Minimal as context.

Who

School-age children (K–12)

Read it

ies.ed.gov/ncee/wwc/PracticeGuide/26 · ERIC record ED611018

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Cited in the Library

• Explicit and direct instruction
• Math fact fluency
• Teaching with number lines
• MTSS and RTI (tiers of support)