Teaching Mathematics Meaningfully, 2e: Solutions for Reaching Struggling Learners, Second Edition

Unlock math concepts for struggling learners with the expanded new edition of this bestselling text, ideal for both preservice and in-service educators. Filled with invaluable tips, tools, and research-based strategies for Grades K--12, this comprehensive resource fully prepares teachers to demystify math for a wide range of learners, including students with learning disabilities, ADHD, and mild cognitive disabilities. Thoroughly updated and aligned with current state standards, this second edition includes the latest research, an enhanced instructional framework, expanded coverage of hot topics like RTI and assessment, and more. And with the practical materials--from activities to printable planning forms--teachers will have concrete ways to help students make sense of math, improve their proficiency, and generalize their knowledge in multiple contexts.

• Uncover the barriers to studentsâ (TM) math success and effectively break them down
• Teach the big ideas of math and link them to Common Core State Standards
• Plan and implement student-centered instruction that responds to each learnerâ (TM)s individual needs
• Apply teaching practices for struggling learners within a multi-tiered system of supports (MTSS)
• Align instructional approaches with NCTM Teaching Practices
• Select assessment practices appropriate for struggling students

PRACTICAL MATERIALS: Youâ (TM)ll get more than a dozen Take Action activities, reproducible planning forms (available in the book and online), and an in-depth case study that walks you through the Teaching Mathematics Meaningfully process.

• An updated framework that makes the Teaching Mathematics Meaningfully process clearer and easier
• A clear and convenient summary of each step in the process
• A framework that is now aligned with Common Core State Standards
• Incorporation of the most current research and recommended practices
• Special focus on response to intervention/multi-tiered systems of supports
• Take Action Activities for practical application of the concepts and framework
• More information on learning trajectories in mathematics

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.