Teaching Learners who Struggle with Mathematics Systematic Intervention and Remediation

by Sherman, Helene J.; Richardson, Lloyd I.; Yard, George J.

• ISBN13: 9780132820608
• ISBN10: 0132820609
• Edition: 3rd
• Format: Paperback
• Copyright: 2012-04-13
• Publisher: Pearson

Summary

A valuable and necessary resource for teachers of remediation and intervention. This book is designed for aspiring and practicing teachers who will work or are working with K-6 students in need of remediation and additional math instruction. Addressing the mathematical concepts students struggle with most, including place value, addition and subtraction of whole numbers, multiplication, division, fractions, and time and money, this book analyzes the roots and causes of frequent error patterns in student work and offers implementable solutions for solving them and teaching lifelong math skills. A Data Analysis Sheet is presented as an example for each problem area and followed by a Math Improvement Plan that offers guidance on how to instruct students in need of additional intervention and prepare them with lifelong mathematics skills

Author Biography

Helene J. Sherman, Ed. D., is a Professor of Education and the Associate Dean for Undergraduate Education in the College of Education at the University of Missouri-St. Louis. Professor Sherman earned her A.B. degree in elementary education from Washington University and her M.Ed. and Ed.D. degrees from UM-St. Louis. She taught at the elementary, middle school, community college, and university levels, the latter in the areas of mathematics and mathematics education. She has taught all K- 8 mathematics methods courses at UM-SL and directs and co-directs numerous statewide grant projects in St. Louis area school districts, focusing on classroom applications of mathematics teaching methods.

     Dr. Sherman served as president of the Mathematics Educators of Greater St. Louis and the St. Louis Chapter of Phi Delta Kappa as well as an executive board member of the Missouri Council of Teachers of Mathematics.  Dr. Sherman received the outstanding College Teaching Award from both organizations. She is the recipient of the University of Missouri-St. Louis Distinguished Alumni Award, Emerson Electric Outstanding Teaching Award, and the College Distinguished Faculty Award and named the campus representative for the Governor's Award for Distinguished Teaching in 2003.

      Dr.Sherman has published her work in numerous nationally peer reviewed educational journals and co-authored three  K- 8 Metric Measurement activity books. She is a national  coauthor of digits, an interactive whiteboard —based middle grades math curriculum built to and from the Common Core State Standards, published by Pearson.

 

Lloyd I. Richardson received his Ph.D. in mathematics education from Vanderbilt University’s Peabody College. He has 38 years of teaching experience at the middle school, high school, and university levels. His experiences include serving as chair of a high school mathematics department, director of the Center for Excellence in Metropolitan Education at University of Missouri—St. Louis, director of the NSF Summer Science Camp, and director of numerous other federally funded pre-collegiate programs in mathematics education. He has taught in the mathematics department at three universities. He currently holds joint appointments in the College of Education and the College of Arts and Sciences at the University of Missouri—St. Louis as distinguished teaching professor in education and mathematics. He is the author or coauthor of two books, eleven monographs, and numerous professional journal articles. He has also produced a commercial mathematics readiness test and a manipulative fraction kit. He is a recreational woodworker and fisherman.

 

George J. Yard received his Ph.D. in special education from St. Louis University. During his 28 years at the University of Missouri—St. Louis, he taught in the field of behavior disorders while serving in a number of leadership positions, including area leader of special education, coordinator of graduate studies, and chair of the department of behavioral studies. Dr. Yard has authored and coauthored numerous articles and monographs and has served as editor of The Journal of the National Association of Adults with Special Learning Needs. He has conducted research addressing the curricular aspect of serving children with disabilities, served as consultant to school districts throughout the Midwest, and was an advisor to law firms and the federal district court system on issues involving individuals with disabilities. Dr. Yard currently lives in Houston, Texas, where he continues to teach at the college level and serves as a certified mediator for issues involving the Americans with Disabilities Act. He was named associate professor emeritus by the University of Missouri—St. Louis in 2000.

Table of Contents

Chapter 1: The Dissimilar Learner and Mathematics Instruction

Chapter 2: Place Value     

Chapter 3: Addition of Whole Numbers

Chapter 4: Subtraction of Whole Numbers

Chapter 5: Multiplication   

Chapter 6: Division           

Chapter 7: Rational Numbers        

Chapter 8: Decimal Fractions        

Chapter 9: Problem Solving          

Chapter 10: Time and Money          

Appendix A: Sample DAS and MIP Tables  

Appendix B: Suggestions for Planning Academic Content Lessons    

Index