Teaching elementary mathematics to struggling learners / by Bradley S. Witzel and Mary E. Little.
Record details
- ISBN: 9781462523115
- ISBN: 1462523110
- Physical Description: xi, 180 pages : illustration ; 26 cm.
- Publisher: New York ; The Guilford Press, [2016]
Content descriptions
Bibliography, etc. Note: | Includes bibliographical references and index. |
Search for related items by subject
Subject: | Learning disabled children. Mathematics > Study and teaching (Elementary) Learning disabled children. Mathematics > Study and teaching (Elementary) |
Search for related items by series
Available copies
- 1 of 1 copy available at College of the Rockies.
Holds
- 0 current holds with 1 total copy.
Location | Call Number / Copy Notes | Barcode | Shelving Location | Circulation Modifier | Holdable? | Status | Due Date | Courses |
---|---|---|---|---|---|---|---|---|
Cranbrook Campus | QA 135.6 .W588 2016 (Text) | 31111000147098 | CRANBROOK | Not holdable | Available | - |
- Book News : Book News Reviews
This guide explains how to teach elementary math to struggling learners, particularly students with disabilities and at-risk concerns. It focuses on instructional strategies and methods and the use of progressions, scope, and sequence in math, drawing on the Common Core State Standards for Mathematics. It outlines the foundations of math education, including the characteristics of strategic vs. nonstrategic learners, long-term planning and assessment, setting expectations, and mastery learning; the importance of instruction and how to interpret and use standards, and evidence-based and supported practices for teaching; multi-tiered systems of support in math; and teaching math vocabulary, number sense, whole-number operations, rational-number concepts and computation, geometry and measurement, and algebra. Annotation ©2016 Ringgold, Inc., Portland, OR (protoview.com) - Choice Reviews : Choice Reviews 2016 October
It is amazing how much solid information has been shoehorned into this rather thin volume. Witzel and Little provide myriad references to research-based studies, unambiguous examples of mathematical difficulties that students encounter, and a broad spectrum of instructional strategies and intervention techniques. The authors have not set out to create an anthology of teaching activities but instead have assembled a valuable consideration of tactics and insights for those teaching special-needs learners. In fact, the content is appropriate for those instructing students of all levels of ability and needs. The presentation is a serious read and calls for deep reflection, which should prove valuable to dedicated educators. At no point do the authors reduce their presentation to the level of a simplistic methodology for working with special-needs learners. Instead, they create a concise collection of assorted techniques, observations, and approaches from which teachers can draw while trying to address individual student difficulties with content ranging from the basics of arithmetic through beginning algebra. Overall, this book will be a valuable resource for both preservice teachers and seasoned professionals. Summing Up: Highly recommended. Upper-division undergraduates, graduate students, researchers, and practitioners.
--N. W. Schillow, Lehigh Carbon Community College
Ned W. Schillow
Lehigh Carbon Community College
Ned W. Schillow Choice Reviews 54:02 October 2016 Copyright 2016 American Library Association.