Math Instruction for Students with Learning Difficulties
Susan Perry Gurganus
- 480 Seiten
- English
- ePUB (handyfreundlich)
- Ăber iOS und Android verfĂŒgbar
Math Instruction for Students with Learning Difficulties
Susan Perry Gurganus
Ăber dieses Buch
This richly updated third edition of Math Instruction for Students with Learning Difficulties presents a research-based approach to mathematics instruction designed to build confidence and competence in preservice and inservice PreK- 12 teachers. Referencing benchmarks of both the National Council of Teachers of Mathematics and Common Core State Standards for Mathematics, this essential text addresses teacher and student attitudes towards mathematics as well as language issues, specific mathematics disabilities, prior experiences, and cognitive and metacognitive factors. Chapters on assessment and instruction precede strands that focus on critical concepts. Replete with suggestions for class activities and field extensions, the new edition features current research across topics and an innovative thread throughout chapters and strands: multi-tiered systems of support as they apply to mathematics instruction.
HĂ€ufig gestellte Fragen
Information
1Mathematics in Todayâs SchoolsThe Context for Learning Challenges
- How are teachersâ and studentsâ attitudes toward mathematics related to learning?
- What mathematics reforms have influenced current mathematics standards?
- What national standards have an effect on state and local mathematics curricula?
- How do the mathematical practices relate to the content standards?
- What mathematics topics are emphasized in PreK through Grade 12 classrooms?
- How are multi-tiered systems of support (MTSS) models creating a new context for mathematics teaching and learning?
Angela Smith was hired immediately after graduation as a special education teacher at Balsam Middle School. The principal informed her that she is to support regular mathematics classes for three periods of the day and will teach special pull-out mathematics classes two periods each day. Leaving the principalâs office, Angela feels panic as she struggles to recall the mathematics programs reviewed over only a two-week period in her special education methods course.Joseph Lopez met with the assistant principal for instruction at Pine Road High School and was informed that a total of 20 students with learning, emotional, and communication disabilities will be in his Geometry, Algebra I, and Mathematics I classes. Joseph recalls accommodations for students with physical, visual, and hearing disabilities but cannot imagine what he should plan for students with other learning difficulties.Chris Johnson feels fortunate to have a teaching position at Pinetops Elementary School after relocating to Pine Grove to be closer to her family. But the meeting with the principal has left her puzzled. What is a mathematics support teacher?In a meeting of new teachers in the district, Angela expresses her anxiety about teaching a subject she is not very strong in herself. Joseph talks about his love of everything mathematical but uncertainty regarding individual student needs. Chris feels confident that her five years of elementary teaching will be beneficial for instructional planning but is not sure about how to work effectively with so many other teachers.
Mathematical Dispositions
- My teacher lacked mathematics skills and could teach a lesson only by following the textbook and checking the solutions (Bekdemir, 2010, p. 320).
- My teacher asked me [to explain something in class and I said] I couldnât do division and then all my classmates laughed at me (Bekdemir, 2010, p. 320).
- I took a computer class (in college) instead of a math course. I wouldnât have passed a math courseâŠbecause I was always doing badly in it (Humphrey & Hourcade, 2010, p. 28).
- Iâve never been a math person, but I canât have my students ever know that. Iâm really good at finding someone to explain the problem to me before I try and help my kids (Humphrey & Hourcade, 2010, p. 28).
- I had the best time in math class. I remember getting up every day during elementary school and couldnât wait to get to school and do math (Gresham, 2009, p. 35).
- Ever since I was in elementary school I have hated math! I remember going home crying, not wanting to go to school, screaming at my mother for making me do my homework, ⊠begging her to let me quit school,⊠all by fifth grade! (Gresham, 2009, p. 35).
- Math was always easy, fun, and something I always wanted to do. I would play math games instead of playing with dolls (Gresham, 2009, p. 35).
- As soon as the test was over, I forgot everything about math that day. I feel so bad for my students who are like me (Gresham, 2009, p. 28).
- I avoid teaching math at all costs. I was not a good math student myself and Iâd hate to teach my students the wrong way.
- I really dislike math but if you give me a good textbook with lots of practice problems, I can muddle through.
- Math is just another subject in school. I do (plan to do) the lessons and assign the work. I will spend extra time drilling what I know...