Changing students’ attitudes about math and assessing number sense begins with shifting the teacher’s attitude and approach. Learn how the authors dispel the common myth that student apathy in mathematics class is inevitable. Math teachers can use the student numeracy assessment and practice (SNAP) approach to address the five strands of mathematical proficiency, promote thinking, and ignite a sense of wonder in their students.
K–8 teachers can utilize this book to: - Use the SNAP approach to help students learn number sense
- Address each SNAP skill from kindergarten, primary, and intermediate teachers’ perspectives
- Apply the SNAP method within the response to intervention model
- Learn the five strands of mathematical proficiency aligned with each SNAP skill
- Access templates and other resources
Contents: Introduction
Chapter 1: Exploring the SNAP
Chapter 2: Looking at Number Sense Foundations
Chapter 3: Understanding the Five Strands of Mathematical Proficiency
Chapter 4: Implementing the SNAP With Beginning Mathematicians
Chapter 5: Understanding How SNAP Supports Response to Intervention
Chapter 6: Rubrics, Assessment, and Competency-Based Learning
Chapter 7: School and District Implementation
Epilogue: Final Word
Appendix: Resources to Support Number Sense
References and Resources
Index
Kirk Savage, EdD, is an assistant superintendent with the Chilliwack School District in British Columbia, Canada, where he has been working as a senior leadership team member since 2012. Kirk has also led in the role of elementary and middle school principal and has taught at all levels, from elementary to secondary. He was a part-time secondee to the BC Ministry of Education for ten years, developing provincial numeracy and literacy assessments. In 2017, he was a ministry outreach ambassador, assisting districts with implementing BC’s new competency-based curriculum.
Kirk lives with his wife and two children in Chilliwack, British Columbia, Canada. He is a retired professional and national team Ultimate Frisbee athlete and a 2017 inductee to the Canadian Ultimate Hall of Fame.
Jonathan Ferris has over thirty-four years of experience as an educator. His passion for student learning has driven many innovative contributions within the school community, including cochairing the SNAP and ACT assessments. Through his work as an education assistant, classroom teacher, district helping teacher, principal, and educational consultant, he has amassed a wealth of understanding, skill, and knowledge. Presently, Jonathan is a program coordinator at the University of the Fraser Valley, where he oversees practicum placements for teacher candidates, supervises faculty mentors, and teaches courses on classroom management, professionalism, ethics, and teacher presence.
Jonathan received a bachelor’s degree in education from the University of British Columbia and a master of arts degree in leadership in curriculum and instruction from San Diego State University.
Tom Hierck has been an educator since 1983 in a career that has spanned all grade levels and many roles in public education. His experiences as a teacher, an administrator, a district leader, a department of education project leader, and an executive director have provided a unique context for his education philosophy.
His most recent works include Trauma-Sensitive Instruction: Creating a Safe and Predictable Classroom Environment and Trauma-Sensitive Leadership: Creating a Safe and Predictable School Environment (both with John Eller), and The Road to Success With MTSS: A Ten-Step Process for Schools (with Chris Weber).
