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Teaching Learners who Struggle with Mathematics: Systematic Intervention and Remediation (3rd Edition) (Pearson Professional Development) Paperback – April 23, 2012

ISBN-13: 978-0132820608 ISBN-10: 0132820609 Edition: 3rd

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Teaching Learners who Struggle with Mathematics: Systematic Intervention and Remediation (3rd Edition) (Pearson Professional Development) + Math Instruction for Students with Learning Problems + Designing and Implementing Mathematics Instruction for Students with Diverse Learning Needs
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Product Details

  • Series: Pearson Professional Development
  • Paperback: 264 pages
  • Publisher: Pearson; 3 edition (April 23, 2012)
  • Language: English
  • ISBN-10: 0132820609
  • ISBN-13: 978-0132820608
  • Product Dimensions: 0.7 x 8.5 x 11 inches
  • Shipping Weight: 1.4 pounds (View shipping rates and policies)
  • Average Customer Review: 2.0 out of 5 stars  See all reviews (1 customer review)
  • Amazon Best Sellers Rank: #507,213 in Books (See Top 100 in Books)

Editorial Reviews

Review

 

I found this book to be very user-friendly, and easy to follow.

 

Provides good explanations of common misunderstandings, as well useful intervention tools.

 

It clearly states indicators and common misunderstandings students have and offers practical and do-able interventions.

 

- Aadina A. Balti, Math Facilitator, Mason Pilot Elementary School, Roxbury, MA 

From the Back Cover

Teaching Learners Who Struggle with Mathematics:

Responding With Systematic Intervention and Remediation, 3/e

Helene J. Sherman, Lloyd I. Richardson, and George J. Yard

 

A valuable and necessary resource for teachers of remediation and intervention.

 

This book is designed for aspiring and practicing teachers who will work or are working with K-6 students in need of remediation and additional math instruction. Addressing the mathematical concepts students struggle with most, including place value, addition and subtraction of whole numbers, multiplication, division, fractions, and time and money, this book analyzes the roots and causes of frequent error patterns in student work and offers implementable solutions for solving them and teaching lifelong math skills. A Data Analysis Sheet is presented as an example for each problem area and followed by a Math Improvement Plan that offers guidance on how to instruct students in need of additional intervention and prepare them with lifelong mathematics skills.

 

"This book is very user-friendly, and easy to follow. It clearly states indicators and common misunderstandings students have and offers practical and do-able interventions."

 - Aadina A. Balti, Math Facilitator, Mason Pilot Elementary School, Roxbury, MA 

 

Helene J. Sherman, Ed. D., a Professor of Education and the Associate Dean for Undergraduate Education in the College of Education at the University of Missouri-St. Louis, earned her A.B. degree in elementary education from Washington University and her M.Ed. and Ed.D. degrees from UM-St. Louis. Dr. Sherman has taught at the elementary, middle school, and university levels, and directs and co-directs numerous statewide grant projects in St. Louis area school districts, focusing on classroom applications of mathematics teaching methods. The co-author of several K-8 Metric Measurement activity books, her work has also been published in numerous nationally peer reviewed educational journals. She is the recipient of several prestigious teaching awards.

 

Lloyd I. Richardson, Ph.D.,received his Ph.D. in mathematics education from Vanderbilt University’s Peabody College, and currently holds joint appointments in the College of Education and the College of Arts and Sciences at the University of Missouri–St. Louis as distinguished teaching professor in education and mathematics. He has 38 years of teaching experience at the middle school, high school, and university levels. The co-author of two books, eleven monographs, and numerous professional journal articles, he has also produced a commercial mathematics readiness test and a manipulative fraction kit.

 

George J. Yard received his Ph.D. in special education from St. Louis University. During his 28 years at the University of Missouri–St. Louis, he taught in the field of behavior disorders while serving in a number of leadership positions, including area leader of special education, coordinator of graduate studies, and chair of the department of behavioral studies. He was named associate professor emeritus by the University of Missouri–St. Louis in 2000. Dr. Yard has authored and co-authored numerous articles and monographs and has served as editor of The Journal of the National Association of Adults with Special Learning Needs.

 


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Most Helpful Customer Reviews

Format: Paperback Verified Purchase
Was very unhappy with this textbook. It appeared to be edited by amateurs. Was required for a masters level course and ended up spending more time looking for, and finding, misprints and mistakes than spent using the material. Referred to a DAS and MIP, but neither can be found online and writing them are a lesson in repetition of needless information. Only saving grace were some good exercises that a teacher could use or adapt in the classroom. I know there is a more current version on the market and can only hope for the sake of those that read it that it has the corrections made.
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