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Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners 2ed

by David H Allsopp, LouAnn H Lovin and Sarah van Ingen Brookes Publishing
Pub Date:
Pbk 400 pages
AU$83.00 NZ$86.96
Product Status: Available in Approx 14 days
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In the new edition of Teaching Mathematics Meaninfully, the authors have incorporated current research, aligned concepts and practices with the Common Core State Standards and NCTM teaching practices, explained learning trajectories in mathematics, and discussed how to use their instructional process within RTI/MTSS. Based on a foundation of identifying and understanding the Mathematics, the authors' conceptual framework integrates continuous assessment and two perspectives, math learning needs and the learning needs of struggling learners, to plan and implement responsive instruction.

About the Activities and Forms About the Authors Preface Acknowledgments
  1. Critical Components of Meaningful and Effective Mathematics Instruction for Students with Disabilities and Other Struggling Learners
I. Identify and Understand the Mathematics
  1. The Big Ideas in Mathematics and Why They Are Important
  2. Children's Mathematics: Learning Trajectories
II. Learning the Needs of Your Students and the Importance of Continuous Assessment
  1. Barriers to Mathematical Success for Students with Disabilities and Other Struggling Learners
  2. Math Assessment and Struggling Learners
III. Plan and Implement Responsive Instruction
  1. Making Flexible Instructional Decisions: A Continuum of Instructional Choices for Struggling Learners
  2. Essential Instructional Approaches for Struggling Learners in Mathematics
  3. Changing Expectations for Struggling Learners: Integrating the Essential Instructional Approaches with the NCTM Mathematics Teaching Practices
  4. Mathematics MTSS/RTI and Research on Mathematics Instruction for Struggling Learners
  5. How to Intensify Assessment and Essential Instructional Approaches within MTSS/RTI
  6. Intensifying Math Instruction Across Tiers within MTSS: Evaluating System-Wide Use of MTSS
IV. Bringing It All Together
  1. The Teaching Mathematics Meaningfully Process
References Appendices
  • A. Take Action Activities
  • B. ARC Assessment Planning Form
  • C. Peer-Tutoring Practice Activity
  • D. Using a Think-Aloud
  • E. Case Study

…A reader-friendly resource that supports effective instructional decisions…focus[ing] on planning, assessing, reflecting and revising opportunities that provide access to high quality mathematics instruction.

Dr. Allsopp is Assistant Dean for Education and Partnerships in addition to being the David C. Anchin Center Endowed Chair and Director of the David C. Anchin Center at the College of Education at the University of South Florida. He is also Professor in the Department of Teaching and Learning–Special Education Programs. Dr. Allsopp holds degrees from Furman University (B.A., Psychology) and the University of Florida (M.Ed., Learning Disabilities; Ph.D., Special Education). Dr. Allsopp teaches at both the undergraduate and doctoral Levels, and his scholarship revolves around effective instructional practices, with an emphasis on mathematics, for students with high-incidence disabilities (e.g., specific learning disabilities, attention-deficit/hyperactivity disorder, Social-emotional/behavior disorders) and other struggling learners who have not been identified with disabilities. Dr. Allsopp also engages in teacher education research related to how teacher educators can most effectively prepare teachers to address the needs of students with disabilities and other struggling learners. Dr. Allsopp began his career in education as a middle school teacher for students with learning disabilities and emotional/behavioral difficulties in Ocala, Florida. After completing his doctoral studies at the University of Florida, Dr. Allsopp served on the faculty at James Madison University for 6 years. He has been a member of the faculty at University of South Florida since 2001.

Dr. Lovin began her career teaching mathematics to middle and high school students before making the transition to Pre–K through Grade 8. For over 20 years, she has worked in elementary and middle school classrooms. Then and now, Dr. Lovin engages with teachers in professional development as they implement a student-centered approach to teaching mathematics. At the time of this publication, she focused her research concerning teachers' mathematical knowledge for teaching on the developmental nature of prospective teachers' fraction knowledge. She has published articles in Teaching Children Mathematics, Mathematics Teaching in the Middle School, Teaching Exceptional Children, and the Journal of Mathematics Teacher Education. She coauthored the Teaching Student-Centered Mathematics Professional Development Series with John A. van de Walle, Karen Karp, and Jenny Bay-Williams (Pearson, 2013). Dr. Lovin is an active member of the National Council of Teachers of Mathematics, the Association of Mathematics Teacher Education, and the Virginia Council of Teachers of Mathematics.

Dr. van Ingen codirects the innovative and nationally recognized Urban Teacher Residency Partnership Program. In this role, she partners with Hillsborough County Public Schools' teachers and administrators to improve the learning of both elementary students and prospective elementary teachers. She also teaches courses in mathematics education and teacher preparation at the undergraduate, masters, and doctoral levels. Dr. van Ingen holds a bachelor's degree from St. Olaf College, a master of arts in teaching from the University of Tampa, and a doctoral degree from the University of South Florida, She was elected into membership in Phi Beta Kappa and was the recipient of the prestigious STaR fellowship in mathematics education. She taught mathematics for many years in urban, inclusive middle school classrooms before her work at the university level.

Dr. van Ingen's research agenda lies at the intersection of equitable mathematics education and clinically rich teacher preparation. Her research interests include teachers' use of research to inform practice, the use of mathematics consultations to meet the mathematics learning needs of students with exceptionalities, and the implementation of integrated STEM lessons in K–5 classrooms. She regularly publishes and presents her research to audiences who work in mathematics education, special education, and teacher preparation. She is the principal investigator and coprincipal investigator for federally funded research and is active in leadership in her professional organizations.