School-Based Intervention Idea from


Math Review: Teach Effective Test-Preparation Strategies  (Hong, Sas, & Sas, 2006)

A comparison of the methods that high and low-achieving math students typically use to prepare for tests suggests that struggling math students need to be taught (1) specific test-review strategies and (2) time-management and self-advocacy skills.

Among review-related strategies, deficient test-takers benefit from explicit instruction in how to take adequate in-class notes; to adopt a systematic method to review material for tests (e.g., looking over their notes each night, rereading relevant portions of the math text, reviewing handouts from the teacher, etc.), and to give themselves additional practice in solving problems (e.g., by attempting all homework items, tackling additional problems from the text book, and solving problems included in teacher handouts). Deficient test-takers also require pointers in how to allocate and manage their study time wisely, to structure their study environment to increase concentration and reduce distractions, as well as to develop ‘self-advocacy’ skills such as seeking additional help from teachers when needed. Teachers can efficiently teach effective test-preparation methods as a several-session whole-group instructional module.


Hong, E., Sas, M., & Sas, J. C. (2006). Test-taking strategies of high and low mathematics achievers. Journal of Educational Research, 99(3), 144-155.

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