Response to Intervention (RTI) is a relatively new system for assessment and instruction that has promising potential for teaching mathematics. This book presents a discussion about RTI in mathematics and offers guidelines for teachers responsible for the planning, designing, and delivering of mathematics instructional programmes that reach all students. Each chapter begins with a brief description of how RTI can be implemented in various areas of maths and presents multiple examples of RTI procedures that are illustrated by various case studies. Guidelines in each chapter address common…mehr
Response to Intervention (RTI) is a relatively new system for assessment and instruction that has promising potential for teaching mathematics. This book presents a discussion about RTI in mathematics and offers guidelines for teachers responsible for the planning, designing, and delivering of mathematics instructional programmes that reach all students. Each chapter begins with a brief description of how RTI can be implemented in various areas of maths and presents multiple examples of RTI procedures that are illustrated by various case studies. Guidelines in each chapter address common concerns and provide suggestions for multiple interventions related to the specific maths areas. The authors explain the need for effective interventions and include: - The types of interventions that are appropriate within an RTI system for mathematics - Intervention examples in the context of small group instruction - A call for increased research
Paul J. Riccomini is an experienced classroom teacher, author, mathematician, and leading special education expert. Dr. Riccomini began his career as a dual-certified general education mathematics teacher of students with learning disabilities, emotional and behavioral disabilities, and gifted and talented students in Grades 7-12. He taught mathematics to both general and special education students in inclusive settings. He is coauthor of the best-selling Response to Intervention in Math (Corwin, 2009) book and is an associate professor of education at the Pennsylvania State University. His teaching experiences required him to have both strong content knowledge in mathematics and to develop and maintain strong collaborative relationships with both general and special educators. As a former middle and high school mathematics teacher, he knows firsthand the challenges faced by students who struggle in mathematics and recognizes the importance of early mathematics development. He hopes the writing of this book will assist teachers in their efforts to develop young mathematicians. Dr. Riccomini provides professional development in schools across the nation. His dynamic presentations offer research-validated practices that focus on the development of improved instructional practices for all students. Dr. Riccomini's written work includes numerous research and practitioner articles for students with and without learning disabilities, including one of the first books to address Response to Intervention in the area of mathematics. Additional publications he coauthored include three Tier 2 Interventions for the areas of fractions, integers, and simple equations.
Inhaltsangabe
Preface Acknowledgments About the Authors 1. What Is RTI, and Why Is It Important? Overview of RTI Key Research Support for RTI and Mathematics Summary 2. The RTI Process for Math: Getting Started Selection of the RTI Team Members Belief System Common Models of Implementation Assessment Importance of the Core Mathematics Program Summary 3. A Tiered Approach to More Effective Mathematics Instruction Tier 1 Instruction and Curriculum Tier 2 Intervention and Curriculum Tier 3 Instruction and Curriculum Summary 4. Mathematics Interventions Overview Who Needs Intervention? What Do I Teach for the Intervention? Who Should Intervene? Where? How Long? How Do I Organize My Curriculum? What Types of Curricular Strategies Should Be Used for Tier 2 and Tier 3 Interventions? Summary 5. Number Sense and Initial Math Skills Assessments of Number Sense Instructional Delivery of Number Sense Curricular Elements of a Number Sense Intervention In Context Summary 6. Building Students' Proficiency With Whole Numbers Importance of Proficiency in Whole Numbers General Recommendations for Building Proficiency Building Automatic Recall of Basic Facts With the Mastering Math Facts Program Building Proficiency With Whole Numbers Through PALS Math Summary 7. Fractions and Decimals Fractions in the Standards Assessment for Fractions and Decimals When Are Calculators Sufficient? Teaching the "What" With Fractions and Decimals Teaching the "How to Compute" With Fractions and Decimals Teaching Fluency With Fractions and Decimals In Context Summary 8. Teaching Problem Solving Strategically Problem-Solving Programs Summary 9. The Importance of Teaching Mathematical Vocabulary The Importance of Teaching Mathematical Vocabulary Instructional Activities to Promote Learning of Essential Mathematical Vocabulary Assessing Students' Knowledge of Mathematical Vocabulary Summary 10. Next Steps in the RTI Process Professional Development Reconsidering the Tier 1 Mathematics Curriculum Why Is This Important for Educators Implementing an RTI Math Model? An Alternative Approach: A Two Tier 1 Core Mathematics Program Summary References Index
Preface Acknowledgments About the Authors 1. What Is RTI, and Why Is It Important? Overview of RTI Key Research Support for RTI and Mathematics Summary 2. The RTI Process for Math: Getting Started Selection of the RTI Team Members Belief System Common Models of Implementation Assessment Importance of the Core Mathematics Program Summary 3. A Tiered Approach to More Effective Mathematics Instruction Tier 1 Instruction and Curriculum Tier 2 Intervention and Curriculum Tier 3 Instruction and Curriculum Summary 4. Mathematics Interventions Overview Who Needs Intervention? What Do I Teach for the Intervention? Who Should Intervene? Where? How Long? How Do I Organize My Curriculum? What Types of Curricular Strategies Should Be Used for Tier 2 and Tier 3 Interventions? Summary 5. Number Sense and Initial Math Skills Assessments of Number Sense Instructional Delivery of Number Sense Curricular Elements of a Number Sense Intervention In Context Summary 6. Building Students' Proficiency With Whole Numbers Importance of Proficiency in Whole Numbers General Recommendations for Building Proficiency Building Automatic Recall of Basic Facts With the Mastering Math Facts Program Building Proficiency With Whole Numbers Through PALS Math Summary 7. Fractions and Decimals Fractions in the Standards Assessment for Fractions and Decimals When Are Calculators Sufficient? Teaching the "What" With Fractions and Decimals Teaching the "How to Compute" With Fractions and Decimals Teaching Fluency With Fractions and Decimals In Context Summary 8. Teaching Problem Solving Strategically Problem-Solving Programs Summary 9. The Importance of Teaching Mathematical Vocabulary The Importance of Teaching Mathematical Vocabulary Instructional Activities to Promote Learning of Essential Mathematical Vocabulary Assessing Students' Knowledge of Mathematical Vocabulary Summary 10. Next Steps in the RTI Process Professional Development Reconsidering the Tier 1 Mathematics Curriculum Why Is This Important for Educators Implementing an RTI Math Model? An Alternative Approach: A Two Tier 1 Core Mathematics Program Summary References Index
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