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Teaching Elementary Mathematics to Struggling Learners

by Bradley S Witzel and Mary E Little Guilford Publications
Pub Date:
Pbk 180 pages
AU$59.99 NZ$62.61
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Packed with effective instructional strategies, this book explores why certain K-5 students struggle with math and provides a framework for helping all learners succeed. The authors present empirically validated practices for supporting students with disabilities and others experiencing difficulties in specific areas of math, including problem solving, early numeracy, whole number operations, fractions, geometry, and algebra. Concrete examples, easy-to-implement lesson-planning ideas, and connections to state standards, in particular the Common Core standards, enhance the book's utility. Also provided is invaluable guidance on planning and delivering multi-tiered instruction and intervention.

1. Foundations of Mathematics Education
2. The Critical Importance of Instruction
3. The Language of Mathematics
4. Number Sense
5. Whole-Number Operations
6: Rational-Number Concepts and Computation
7. Geometry and Measurement
8. Algebra
9. Multi-Tiered Systems of Supports in Mathematics

'An ideal guide for educators. The book outlines the progression of math learning and provides strategies for supporting all students, particularly at-risk students and those with disabilities. Any preservice or inservice teacher would benefit from the ideas and tools that Witzel and Little present.'--Mabra H. Wayman, math instructional coach and interventionist, Rock Hill School District, South Carolina 'This book provides essential knowledge for general and special educators and coaches, guiding them to present simple to complex mathematical concepts through language-rich instruction. Teachers will gain a better understanding of what students struggle with, as well as why. I plan to use this book as a text in my methods course for teacher candidates in special education. It has great potential for giving preservice teachers a stronger foundation in math and helping them make instruction accessible and meaningful to struggling learners.'--Sharlene A. Kiuhara, PhD, Department of Special Education, University of Utah
Bradley S. Witzel, PhD, is Professor and Special Education Program Coordinator in the College of Education at Winthrop University in South Carolina. As a classroom teacher, and before that a paraeducator, he worked in multiple settings, teaching mainly math and science to students with disabilities and at-risk concerns. Dr. Witzel has authored several dozen research and practitioner articles and several books, including Response to Intervention in Math, and has developed and presented numerous educational videos. He is a Governing Board Member of the Southeast Regional Educational Laboratory, funded by the Institute of Education Sciences, and a member of multiple state-level governing boards for multi-tiered systems of support and response to intervention.

Mary E. Little, PhD, is Professor of Exceptional Student Education at the University of Central Florida (UCF). She has worked in K-12 schools as a secondary teacher, co-teacher, program coordinator, and principal. Her interests include evidence-based instructional practices, interventions, teacher efficacy, and student learning related to teacher learning. Currently, Dr. Little serves as Principal Investigator for a research and development project designed to enhance the existing graduate programs at UCF to ensure highly qualified special education teachers in the content areas of mathematics and science. She is the author of numerous articles, chapters, and books, including RTI and Mathematics: Practical Tools for Teachers in K-8 Classrooms.