Teaching Learners Who Struggle with Mathematics: Systematic Intervention and Remediation (2nd Edition) Sherman, Helene J.; Richardson, Lloyd I. and Yard, George J.

Teaching Learners Who Struggle with Mathematics: Systematic Intervention and Remediation (2nd Edition) Sherman, Helene J.; Richardson, Lloyd I. and Yard, George J.

ISBN 10: 0136135773 / ISBN 13: 9780136135777

Edité par Prentice Hall, 2008

A propos de cet article

N° de réf. du vendeur RCBT4-1-0078

Détails bibliographiques

• Titre: Teaching Learners Who Struggle with Mathematics: Systematic Intervention and Remediation (2nd Edition) Sherman, Helene J.; Richardson, Lloyd I. and Yard, George J.
• Éditeur: Prentice Hall
• Date de parution: 2008
• Langue: anglais
• ISBN à 10 chiffres: 0136135773
• ISBN à 13 chiffres: 9780136135777
• Reliure: Couverture souple
• Édition: 2ème Édition
• État de l'article: New

A propos de ce titre

Synopsis

This book was written to give teachers the tools they need to help students go from believing they “can’t do math” to achieving real success and gaining confidence in their math skills.  This can be accomplished if parents and teachers, instead of trying the same thing over and over again, focus on how their students learn best. To do this, the authors present a systematic, three-step approach on how to assess student’s strengths and weaknesses and then plan instruction accordingly.  The three-step plan involves:

 

1.      Creating a Data Analysis Sheet (DAS)

2.      Considering the learners’ strengths and areas of concern

3.      Completing a Mathematics Improvement Plan (MIP)

 

Each chapter deals with a different mathematical topic–place value, problem solving, fractions, addition, subtraction, division, decimals, time and money, etc. A number of errors by a variety of students are described using a case study of a “typical” struggling student.  The text then explains how teachers can systematically assess the student’s work and appropriately diagnose their problems.  By analyzing and understanding why and how their students make errors, teachers can design appropriate ways to correct their mistakes and then promote long-term learning through repetition and practice that is meaningful to them.

 

This book addresses mathematics education in a manner that encourages positive content growth and attitude for both teachers and students.