• Mathematics in Today's World 
• Why is Math Important? 
• What Families Can Do 
• Questions to Support Math Homework
• Families Ask - "Why aren't students learning to add, subtract, multiply, and divide like we did?"

• What Information and Resources Should be Communicated to Families?
• Ways to Communicate with Families 
• What to Look for in a Classroom 

From:
 

• Addressing the Needs of All Students
• Research Findings for English Language Learners
• Keeping in Contact With Students' Families

From:

Tips for Families (In English and Spanish!)

• Families and School 
• Families and Homework 
• Families and Support 

Related NCTM Briefs and Clips 

•  Teaching Mathematics w/ a Focus on Problem Solving by Jinfa Cai and Frank Lester  

• Parents - Involving Latino and Latina Parents in Their Children’s Mathematics Education Brief by Marta Civil and José María Menéndez 

• Mathematics Professional Development Brief by Helen M. Doerr, Lynn T. Goldsmith, and Catherine C. Lewis 

• Using Calculators for Teaching and Learning Mathematics by Robert N. Ronau,  Christopher R. Rakes, Sarah B. Bush, Shannon Driskell, Margaret L. Niess, and David Pugalee  

• How Can Teachers and Schools Use Data Effectively? by Meg Schleppenbach 

• How Can Schools Use Data Effectively? by Meg Schleppenbach 

• How Can Teachers Use Data Effectively? by Meg Schleppenbach 

These material were developed with supported by the National Science Foundation under Grant No. 0946875  

Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation (NSF). 

Intervention Resources 

NCTM Resources on Intervention including

• Guidelines for Creating and Selecting a Program 
• Intervention News Bulletin Column 
• Articles on Intervention 

Developing a Consolidated Federal Funding Proposal

Improving Mathematics Education for All Students: Strategic Linkages between Common Goals of Federal Programs and the Teaching and Learning of Mathematics

 This material was developed with supported by the National Science Foundation under Grant No. 0946875  

Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation (NSF).