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9780205442065

Designing And Implementing Mathematics Instruction for Students With Diverse Learning Needs

by ;
  • ISBN13:

    9780205442065

  • ISBN10:

    0205442064

  • Edition: 1st
  • Format: Paperback
  • Copyright: 2005-12-15
  • Publisher: Pearson

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

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Supplemental Materials

What is included with this book?

Summary

This exciting new book integrates the explicit teaching practices that have proven effective for students with disabilities with the NCTM math standards that dominant current mathematics practices in theUnited States. In Part 1 of the book, teachers learn the fundamentals of mathematics assessment and instructional design for conceptual, declarative knowledge, procedural, and problem-solving lessons. In Part 2, the detailed scope and sequence charts, along with instructional guidelines keyed to the objectives, provide teachers with specific guidelines for assessment and design. The curriculum-based assessment chapter (Ch. 2) helps teachers group students for instruction, place in curriculum, monitor performance, and make data based decisions. Content coverage of all five NCTM content standards provides teachers the support needed to access the general education curriculum and help their students meet annual yearly progress expectations (Chapters 7 - 15). Detailed scope and sequence charts provide a valuable resource for assessing, planning,and designing instruction (Chapters 7-15). Instructional design discussion includes four domains: concepts, declarative knowledge, problem solving, and procedural knowledge. When teachers understand the function of the instruction, their effectiveness and efficiency are enhanced (Chapters 3-15). Integration of explicit teaching practices with NCTM approach helps teachers maintain practices that work for students with diverse needs while integrating reformed-based mathematics practices (in Chapters 1, 7-15). Detailed guidelines, including scripted lessons, on HOW to design and deliver effective instruction. These sample lessons illustrate how to apply the explicit teaching sequence to various content areas and provide examples for preservice and inservice teachers to use when developing their own lessons.

Table of Contents

Preface ix
PART I Foundation For Planning and Implementing Mathematics Instruction
1(162)
Designing a Balanced Curriculum and Meaningful Instruction
3(28)
Making Curriculum Decisions
6(5)
Balancing Instruction across Four Domains
11(2)
Integrating Explicit Teaching Principles into an Instructional Cycle
13(16)
Summary
29(2)
Planning Instruction Using Curriculum-Based Assessment
31(32)
Curriculum-Based Assessment
31(18)
Planning Instruction
49(13)
Summary
62(1)
Promoting Conceptual Understanding
63(23)
Characteristics of Instruction Designed to Promote Conceptual Understanding
65(3)
Rationale for Promoting Conceptual Understanding
68(2)
Guidelines for Planning Instruction That Promote Conceptual Understanding
70(6)
Guidelines for Implementing Instruction That Promote Conceptual Understanding
76(9)
Summary
85(1)
Developing Procedural Knowledge
86(20)
Rationale for Teaching Procedural Strategies
87(1)
Characteristics of a Procedural Strategy
88(4)
Guidelines for Planning Procedural Strategy Instruction
92(5)
Guidelines for Implementing Procedural Strategy Instruction
97(8)
Summary
105(1)
Developing Declarative Knowledge
106(24)
Characteristics of Instruction Designed to Develop Declarative Knowledge
107(1)
Rationale for Developing Declarative Knowledge
107(4)
Guidelines for Planning Instruction That Promote the Acquisition of Declarative Knowledge
111(2)
Guidelines for Implementing Declarative Knowledge Instruction
113(16)
Summary
129(1)
Enhancing Problem-Solving Abilities
130(33)
Characteristics of Instruction Designed to Enhance Problem-Solving Abilities
130(1)
Rationale for Enhancing Problem-Solving Abilities
131(3)
Guidelines for Planning Problem-Solving Instruction
134(9)
Guidelines for Implementing Problem-Solving Instruction
143(19)
Summary
162(1)
PART II Teaching the Mathematics Curriculum
163(424)
Developing Number Sense
165(35)
Scope and Sequence Chart
165(6)
Counting Skills
171(6)
Reading and Writing Number Symbols and Words
177(7)
Relationships among Whole Numbers
184(4)
Place Value
188(7)
Estimation
195(3)
Summary
198(2)
Teaching Whole Number Operations: Addition and Subtraction
200(44)
Scope and Sequence Chart
200(7)
Basic Addition and Subtraction Facts
207(8)
Advanced Addition and Subtraction Computation
215(24)
Integration of Technology When Teaching Whole Number Operations
239(2)
Summary
241(3)
Teaching Whole Number Operations: Multiplication and Division
244(40)
Scope and Sequence Chart
244(6)
Basic Multiplication and Division Facts
250(12)
Advanced Multiplication and Division Computation
262(20)
Summary
282(2)
Teaching Rational Numbers
284(56)
Scope and Sequence Chart
284(15)
Fraction Foundation
299(10)
Basic Fraction Computation
309(4)
Fraction Equivalence
313(4)
Decimal and Percent Foundation
317(6)
Decimal Computation and Problem Solving
323(5)
Fraction Computation and Problem Solving
328(8)
Percent Computation and Problem Solving
336(1)
Summary
337(3)
Developing Basic Measurement Concepts and Skills
340(41)
Scope and Sequence Chart
340(10)
Curriculum and Instructional Framework
350(5)
Length Foundation
355(4)
Weight Foundation
359(3)
Capacity Foundation
362(3)
Value (Money) Foundation
365(3)
Time Foundation
368(5)
Perimeter Foundation
373(2)
Area Foundation
375(1)
Volume Foundation
376(1)
Temperature Foundation
377(1)
Summary
378(3)
Teaching Advanced Measurement Skills
381(51)
Scope and Sequence Chart
381(14)
Curriculum and Instructional Framework
395(5)
Advanced Skills in Measuring Length
400(5)
Advanced Skills in Measuring Weight
405(4)
Advanced Skills in Measuring Capacity
409(5)
Advanced Skills in Measuring Value (Money)
414(3)
Advanced Skills in Measuring Time
417(2)
Advanced Skills in Measuring Temperature
419(3)
Advanced Skills in Measuring Area, Perimeter, and Volume
422(4)
Advanced Computation and Conversion of Standard Customary Units
426(1)
Summary
427(5)
Teaching Algebraic Thinking
432(57)
Scope and Sequence Chart
432(7)
Teaching Strategies to Enhance the Development of Algebraic Thinking
439(4)
Patterns
443(15)
Variables and Equality
458(16)
Relations, Functions, and Representations
474(10)
Summary
484(5)
Teaching Geometry Concepts and Skills
489(47)
Scope and Sequence Chart
489(13)
Shape Identification
502(12)
Circle Measurement
514(2)
Shape Properties
516(4)
Lines and Angles
520(5)
Spatial Relationships
525(4)
Transformations
529(4)
Summary
533(3)
Teaching Data Analysis, Statistics, and Probability
536(51)
Scope and Sequence Chart
536(11)
Data Collection and Probability Foundation
547(10)
Data Display Formats
557(13)
Simple Statistics
570(3)
Expanded Probability and Data Analysis Skills
573(8)
Summary
581(6)
References 587(10)
Index 597

Supplemental Materials

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

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