Title: Teaching Learners Who Struggle with Mathematics: Responding with Systematic Intervention and Remediation, Third Edition
Publisher: Waveland Press, Inc.
Publication Date: 2015
Language: English
ISBN 10: 1478629185
ISBN 13: 9781478629184
Binding: paperback
Edition: 3rd Edition
Condition: Fair
Weight: 22 ounces

About this title

Synopsis

The authors provide pre- and inservice K-6 mathematics teachers with a complete array of tools and strategies, chief among which is Response To Instruction, to help identify learners' skill levels and target instruction to meet each learner's needs. Foundational to this learner-centered approach are the guidelines presented in the Common Core State Standards and the principles and standards developed by the National Council of Teachers of Mathematics.

Each chapter deals with a different mathematics topic from place value to problem solving. The case study format and inclusion of student examples promote a sound understanding of learners' varied cognitive, behavioral, and physical needs essential knowledge for designing appropriate teaching strategies. Also included is a variety of instructional activities that can easily be implemented in the classroom.

Review

"This book is full of best practices for both math educators and researchers. The response to interventions is extremely useful and practical. I highly recommend this book to all math educators as a resource to help their students grow as mathematicians." --J. Tyler Harger, Ralph M. Captain Elementary School

"This book is a must-have for all educators. Preservice candidates in our university teacher preparation program actively utilize the math teaching strategies presented in this text to benefit learners of all math ability levels. The myriad creative methods provided can reach even the most math-challenged youngsters. Tab the chapters and keep this book as a useful reference for year-round access." --Patricia B. Kopetz, University of Missouri-St. Louis

"This text gives real-life examples of errors students make and how we can intervene in a practical, methodical manner." --Maryjane Burdge, University of Wisconsin, Superior

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