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Building Number Sense through the Common Core

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Building Number Sense clearly articulates the Common Core State Standards and provides instruction and intervention ideas through RTI delivery models.

The authors detail fun and exciting ways for students to learn mathematics, especially in areas where students struggle the most.

Each strategy is grounded in research-supported mathematics instruction with aligned assessments to ensure student comprehension.

Complete with classroom examples and reproducible materials for intervention and assessment, this book will help teachers successfully instruct and assess mathematics in the K-3 classroom.

The book includes: Up-to-date research and best practices for early childhood mathematics instruction and intervention Figures and tables to illustrate key concepts Quick tips and reproducible forms to help educators implement the strategies.

For administrators, the book provides instructional checklists to help improve early mathematics at the school and district level.

 

Chapters

1. Introduction to the Characteristics of Number Sense

2. Redefining Mastery Through Long Term Planning

3. Assessment and Progress Monitoring of Number Sense

4. Counting, Number Identification, and Early Addition and Subtraction

5. Building Computation Systems Through Place Value

6. Multiplication and Division

7. Applications in Algebra, Geometry and Measurement

8. Using Math Language to Solve Problems

9. Mathematical Vocabulary and the Development of Early Mathematicians

10. The Next Steps to Teaching Number Sense

Authors

Bradley S. Witzel is an experienced and decorated teacher of students with disabilities and at-risk concerns. He has worked as a classroom teacher and before that as a paraeducator in inclusive and self-contained settings. He currently serves as an associate professor, coordinator of the three special education programs, and assistive department chair of curriculum and instruction at Winthrop University in Rock Hill, South Carolina, where he recently received the 2009 Winthrop Graduate Faculty Award. In higher education, Witzel has taught undergraduate and graduate courses in special and general education methods as well as a variety of other courses from transition to behavior support. He has written several research and practitioner articles, books, and book chapters on mathematics education and interventions, and served as a reviewer of the final report from the National Mathematics Advisory Panel. Recently he coauthored an IES practice guide on Response to Intervention in mathematics. Witzel received his BS in psychology from James Madison University and his MEd and PhD in special education from the University of Florida.

 

Paul J. Riccomini began his career as a dual-certified general education mathematics teacher, teaching students with learning disabilities, emotional and behavioral disabilities, and gifted and talented students in Grades 7-12 in inclusive classrooms. His teaching experiences required a strong content knowledge in mathematics and the development and maintenance of strong collaborative relationships with both general and special educators. Currently, he is an associate professor of special education at Clemson University. His research focus is on effective instructional approaches, strategies, and assessments for students who are low achievers and/or students with learning disabilities in mathematics. He has written several research and practitioner articles related to effective strategies for teaching mathematics to students who struggle as well as coauthored two math intervention programs targeting fractions and integers. As a former middle and high school general education and special education mathematics teacher, Riccomini knows firsthand the challenges and difficulties teachers experience day-to-day when working with struggling students. He earned his doctorate in special education from The Pennsylvania State University and his master's of education and bachelor of arts in mathematics at Edinboro University of Pennsylvania.

 

Authors: Witzel et al  Pub USA 2013   Pb  185 pages

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