RtI in Math

Evidence-Based Interventions for Struggling Students
1. Auflage 2013
ISBN: 978-0-415-73530-8
Verlag: Taylor & Francis Ltd

Buch, Englisch, 304 Seiten, Format (B × H): 221 mm x 286 mm, Gewicht: 970 g

Learn how to help K–8 students who struggle in math. This book provides a variety of clear, practical strategies that can be implemented right away to boost student achievement. You will find out how to design lessons that work with struggling learners, implement the recommendations for math intervention from the What Works Clearinghouse, use praise and self-motivation more effectively, develop number sense and computational fluency, teach whole numbers and fractions, increase students’ problem-solving abilities, and more! Extensive examples are provided for each strategy, as well as lesson plans, games, and resources.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Forbringer, Linda

Weber, Wendy

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Mathematik | Informatik Mathematik Mathematik Allgemein

Inhaltsverzeichnis

Introduction

Chapter 1: Overview of Response to Intervention

Chapter 2: Using Assessment to Make Instructional Decisions

Chapter 3: Overview of Evidence-Based Practices for Teaching Mathematics

Chapter 4: Setting the Stage: Increasing Motivation

Chapter 5: Explicit Instruction

Chapter 6: Concrete and Visual Representation

Chapter 7: Representing Whole Numbers

Chapter 8: Developing Computational Fluency with Basic Facts

Chapter 9: Representing Rational Numbers

Chapter 10: Problem Solving

Chapter 11: Conclusion: Using RtI to Improve Achievement in Mathematics

Appendix A: Lesson Plans

Appendix B: Games to Practice Basic Facts

Appendix C: Additional Resources to Practice Basic Facts

References

Über Autor(innen)

Dr. Linda Forbringer is an Associate Professor and Special Education Program Director for the Department of Special Education and Communication Disorders at Southern Illinois University Edwardsville (SIUE), where she teaches undergraduate and graduate courses in methods of teaching mathematics, classroom management, and instructional methods for students with disabilities. Before joining SIUE she taught for the Cleveland Public Schools and for the Positive Education Program, an agency which provides integrated educational and mental health services throughout Northern Ohio for school-age children and youth who have been diagnosed with an emotional disturbance. Dr. Forbringer served as a classroom teacher, a liaison teacher-counselor, and then administrator of a day treatment center serving kindergarten through twelfth grade students. She has presented on Response to Intervention in mathematics, differentiating instruction, and motivation at a variety of national and international conferences, including the Learning Disabilities Association, Council for Exceptional Children, International Council for Learning Disabilities, National Council of Teachers of Mathematics and National Council of Supervisors of Mathematics. Her research interests include methods of teaching mathematics, effective teaching practices, and strategies to support students in inclusive settings.

Dr. Wendy Fuchs is an Assistant Professor in the Department of Special Education and Communication Disorders at Southern Illinois University Edwardsville. She teaches the beginning and advanced reading methods courses for pre-service special educators. Dr. Fuchs also serves as the Principal Investigator and Project Coordinator of the Illinois Institutes of Higher Education Partnership, a federally-funded Statewide Professional Development Grant that assists teacher preparation programs integrate MTSS into course content and field experiences. In addition to her work with the IHE Partnership, Dr. Fuchs provides professional development and educational consulting to school districts in Southern Illinois in the areas of Response to Intervention/Multi-Tier System of Supports (MTSS), school improvement, and maximizing student engagement. Dr. Fuchs is a member of the PBIS Statewide Leadership Team, and serves as an executive board member for the Illinois Teacher Education Division of Council for Exceptional Children. Her research interests include effective teaching practices, teacher perceptions of students with disabilities, data-based instructional decision making.