Kickstarting Math Learning with Purposeful Routines

As a new school year begins, math educators are not only organizing materials and managing logistics, they’re also shaping the learning environment that will influence student outcomes for months, and even years, to come. For students who need math intervention, these early days are especially critical. One of the most impactful tools educators can use is the implementation of purposeful classroom routines.

The Role of Classroom Routines in Math Intervention

Unpredictability and cognitive overload can quickly become barriers to success for some students. Consistent routines in math classrooms provide a sense of structure and safety, allowing students to focus more fully on learning. In math intervention settings, routines aren’t just classroom management strategies, they are important instructional tools.

When students are regularly asked to explain their mathematical thinking—to a peer or the class—they strengthen their understanding by organizing and articulating their ideas. Chapin et al. emphasize that routines promoting mathematical discourse help students connect concepts, reflect deeply, and develop critical thinking skills.

One example is the routine of “Think-Pair-Share.” When used consistently, this strategy encourages students to verbalize their thinking, clarify their reasoning, and learn from peer strategies. This supports both conceptual understanding and academic language development, particularly for English learners. Research by Moschkovich confirms that structured mathematical discourse plays a key role in developing student language and comprehension.

What Research Says About Routine-Based Math Instruction

A growing body of research supports the role of routine-based instruction in improving math outcomes, especially for students receiving intervention. Ball and Forzani argue that math learning is shaped by classroom interactions, between students, teachers, and content. Hiebert and Grouws highlight that these instructional interactions form the backbone of effective math teaching.

Studies consistently show that when students have opportunities to collaborate, reflect, and share problem-solving strategies, their achievement and confidence increase. Grouws and Cebulla found that routines like structured problem-solving discussions directly improve performance. Similarly, Fuchs et al. demonstrated that peer-mediated instruction enhances conceptual understanding for all students.

Establishing classroom norms and expectations through routines also impacts how students perceive themselves as learners. Burnett and Mandel noted that routines that encourage feedback, dialogue, and growth mindset help students see themselves as capable problem-solvers, a crucial shift for those in intervention classrooms.

3 Practical Math Class Routines That Support Intervention

Effective math intervention strategies begin with the daily routines that set the tone for instruction. When well-designed, these routines embed academic thinking into everyday practice and build the foundation for long-term student growth.

Here are three research-backed routines to implement in math intervention classrooms:

• Consistent Warm-Ups: Start each session with low-stakes problems that activate prior knowledge and reduce anxiety.
• Partner or Group Problem Solving: Facilitate student discussions around specific strategies, helping them internalize multiple approaches.
• End-of-Lesson Reflection: Dedicate time for students to explain what they learned and connect it to previous work.

These routines can foster math fluency, boost student confidence, and create a culture where every learner feels their thinking matters.

Creating a Math Classroom That Supports All Learners

As educators plan their math intervention lessons, it’s essential to ask not only what content will be covered, but how students will engage with it. Purposeful routines can do more than maintain order; they can:

• Promote inclusive participation.
• Encourage deeper mathematical reasoning.
• Normalize risk-taking and collaboration.
• Build a solid foundation for growth mindset and confidence.

Routines in Practice: The Do The Math Approach

The Do The Math program, developed by Marilyn Burns and her team, exemplifies how consistent, routine-driven instruction can help support math intervention students. Each lesson is intentionally designed with predictable structures that foster engagement, fluency, and conceptual understanding. 

Dig deeper into the research and see how effective routines are embedded in intervention frameworks by reading the comprehensive report on the impact of diverse intervention strategies with Do The Math. 

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This post is the first in an eight-part series exploring effective strategies for math intervention. Each post will highlight one of eight key instructional principles designed to help students thrive in intervention settings.