Teaching Learners Who Struggle with Mathematics: Responding with Systematic Intervention and Remediation

Building proficiency in learning mathematics by tailoring instruction to students’ specific misconceptions and learning needs is the backbone of this indispensable text, written for K–8 pre- and inservice teachers, as well tutors. An important theme is that long-term retention is based on a strong conceptual foundation of numeracy and on a well-designed learning environment. Each chapter deals with a different mathematics topic, including whole numbers, fractions, decimals, as well as time and money. Chapters also include examples of error patterns and specific, well-defined strategies and activities for diagnosis, prescription, and remediation. New to this edition is a chapter devoted to English language learners. The complexities of language barriers are delineated along with reasons that students struggle with learning English and mathematics at the same time. Outstanding features: Response to Intervention (RTI) model underpins discussions of differentiating instruction; mathematics content reflects components of the Common Core State Standards Initiative for Mathematics and the National Council of Teachers of Mathematics’ Principles and Standards for School Mathematics; case studies and student examples promote a sound understanding of learners’ varied cognitive, behavioral, and physical needs; discussion questions challenge readers to think more deeply about the application and utility of concepts related to the error patterns; step-by-step directions for interactive instructional classroom games and activities are provided to extend and enrich teaching and learning.