Textbook

Books Price Comparison (Including Amazon) - Guaranteed Lowest Prices on Books


 

Math Instruction for Students with Learning Problems

 
 
 
 
Math Instruction for Students with Learning Problems
Author: Susan P. Gurganus
ISBN 13: 9780205460892
ISBN 10: 205460895
Edition: 1
Publisher: Pearson
Publication Date: 2006-11-23
Format: Paperback
Pages: 368
List Price: $73.60
 
 

Math Instruction for Students with Learning Problems, 1/E

Susan P. Gurganus, College of Charleston

ISBN: 0205460895

“The author has a good overall view of what is needed to teach the target students. The format of the book flows well and gives needed support to each section as needed. … The rationale for this book is very much in line with the current thinking as I see it for a book dealing with this type and scope of material.” —J. Patrick Brennan, Ed.D., Armstrong Atlantic State University

 

Math Instruction for Students with Learning Problems provides a field-tested and research-based approach to mathematics instruction designed to build confidence and competence in pre-service and in-service Pre-K through 12 teachers. From the start, the author addresses teacher and student attitudes toward mathematics, as well as other learning issues such as language, specific mathematics disabilities, prior experiences, and cognitive and metacognitive factors. The text’s organization allows for a variety of course sequences, and the material is rich with opportunities for class activities and field extensions. In accessible language, this valuable classroom reference presents an approach to instruction that was field-tested over a three-year period, resulting in improved attitudes about mathematics, increased understanding of mathematic content, and professional-level skills in mathematics assessment and instruction.

Highlights of this first edition:

  • References national mathematics content and process standards (NCTM) — standards often ignored by special education texts.

  • Pre-K to 12 scope thatenhances student ability to diagnose gaps in learning and provides appropriate content connections, a benefit that addresses NCLB’s “highly qualified” requirement.
  • Attention to both pedagogical issues and approaches and specific content area instruction, enabling students to develop a comprehensive pedagogical repertoire and strong content understanding.
  • Realistic teacher vignettes incorporated in each chapter that connect to chapter concepts and offer additional opportunities for discussion.
  • “Try This” boxes that actively engage students with the material during reading and instructors can draw on these additional exercises during class activities