Design effective, learner-driven math interventions with this accessible and thought-provoking guidebook. This book is essential reading for anyone seeking an adaptive approach to Tier 2 and 3 interventions that positions struggling students as competent learners.
Design effective, learner-driven math interventions with this accessible and thought-provoking guidebook. This book is essential reading for anyone seeking an adaptive approach to Tier 2 and 3 interventions that positions struggling students as competent learners.
Jessica H. Hunt is Associate Professor of Mathematics Education and Special Education at North Carolina State University, USA. She previously taught elementary and middle school mathematics and came to love teaching students deemed to be at risk for mathematics difficulties or labeled as having disabilities. Jenny Ainslie is a National Board Certified teacher with nearly twenty years of experience in education. She previously taught middle school mathematics and has had the privilege to hold district level positions which have allowed her to implement and support effective mathematics instruction that is inclusive of all students at all grade levels.
Inhaltsangabe
1. How are Mathematics Interventions Typically Defined and Conceptualized? 2. What Does It Mean for a Learner to Know and Learn Mathematics Well? 3. How Can Teaching be Designed to Bring Forward Learners' Prior Knowledge? 4. How Can Teaching Support Learners to Build Norms, Position Learners as Active, and Change Thinking? 5. How Can Teaching be Used to Promote Learners to Reflect Upon and Discuss their Thinking? 6. How Do I Document and Use Learners' Changes in Thinking to Inform Instruction within Small Environments? 7. How Do the Principles of the Book Apply to Virtual Small Environments?
1. How are Mathematics Interventions Typically Defined and Conceptualized? 2. What Does It Mean for a Learner to Know and Learn Mathematics Well? 3. How Can Teaching be Designed to Bring Forward Learners' Prior Knowledge? 4. How Can Teaching Support Learners to Build Norms, Position Learners as Active, and Change Thinking? 5. How Can Teaching be Used to Promote Learners to Reflect Upon and Discuss their Thinking? 6. How Do I Document and Use Learners' Changes in Thinking to Inform Instruction within Small Environments? 7. How Do the Principles of the Book Apply to Virtual Small Environments?
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