Meaningful Mathematics Instruction for Students with Learning Difficulties
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Meaningful Mathematics Instruction for Students with Learning Difficulties

Meaningful Mathematics Instruction for Students with Learning Difficulties


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About the Book

Providing both the ""how"" and the ""why"" of instruction, this book will provide teachers with the knowledge necessary to teach mathematics to kids from elementary school to high school who have learning difficulties. This book will help readers understand the needs of students with learning difficulties and show them how to provide instruction that makes mathematics accessible, meaningful, and learnable. Students with learning difficulties are described as those with cognitive-based learning problems, such as LD, ADHD, mild MR, and TBI, although the methods should also work with children who second language learners. As an easy-to-read resource, this book provides both the ""how"" and the ""why"" of instruction, giving teachers background on the basics of mathematics and showing them how to implement strategies in their classrooms that will help students with all types of learning difficulties understand mathematical concepts and strategies. The book is divided into four sections. Section one serves as an introduction to the rest of the book, outlining what will be presented, why it is important, and how the information can be used. Section two explains the Big Ideas of mathematics and why mathematics instruction is important for students with learning difficulties.

About the Author :
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.

Review :
"An excellent big-picture approach to teaching mathematics." --Sally L. Smith


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Product Details
  • ISBN-13: 9781557668660
  • Publisher: Brookes Publishing Co
  • Publisher Imprint: Brookes Publishing Co
  • Height: 252 mm
  • No of Pages: 288
  • Spine Width: 14 mm
  • Width: 175 mm
  • ISBN-10: 1557668663
  • Publisher Date: 22 Feb 2007
  • Binding: Paperback
  • Language: English
  • Returnable: Y
  • Weight: 619 gr


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