Differentiating Math Instruction: Strategies That Work for K-8 Classrooms

"Bender presents a variety of ways to differentiate instruction and foster dynamic learning."
―Scott Currier, Mathematics Teacher
Belmont High School, NH

"This is one of those rare opportunities when a teacher can read a book and become inspired to take ideas immediately back to the classroom."
―Amanda P. McKee, Math Instructor
Florence #5 School District, Johnsonville, SC

Differentiate math instruction with practices that boost mastery for all students!

Experienced teachers understand and appreciate that all students learn and process information according to their individual styles, abilities, and preferences. William N. Bender provides teachers with a wealth of critical strategies and teaching ideas for differentiating instruction to leverage each learner′s unique abilities and raise student achievement in math.

With updated information and recommendations based on the 2008 National Mathematics Advisory Panel report, this new edition of Differentiating Math Instruction includes research on the value of brain-compatible teaching and creative ways to get students visualizing, vocalizing, and moving during math to make instruction more meaningful, motivational, and successful. New and seasoned teachers alike will be able to quickly adapt the techniques to suit their specific classrooms, with key features including:

• Strategies for use within a Response to Intervention framework
• At-a-glance lists of "Top Ten Tactics" for successful implementation
• "Web Site Reviews" that outline additional online resources
• Concrete strategies to tap into multiple intelligences

Engage every student in a deep conceptual understanding of mathematics with this key resource aimed at revitalizing mathematics instruction in the elementary and middle school classroom.

William N. Bender, PhD, has had a long and distinguished career in education, teaching in public school for several years and in higher education for some 26 years at Blue?eld State College in West Virginia, Rutgers University in New Jersey, and the University of Georgia. He has written 36 books in special and general education. With his retirement, he has stepped back from his rigorous workshop schedule, which as recently as 2016 included some 40 workshop days per year. While the COVID-19 pandemic impacted his work, he has written four historical ?ction novels and several educational books in recent years. He has delivered several professional development projects, including most recently a keynote for a virtual conference on project-based learning in Brazil in conjunction with his Corwin book Project-Based Learning (2012).