The authors provide pre- and inservice Ka6 mathematics teachers with a complete array of tools and strategies, chief among which is Response To Instruction, to help identify learnersa skill levels and target instruction to meet each learneras needs. Foundational to this learner-centered approach are the guidelines presented in the Common Core State Standards and the principles and standards developed by the National Council of Teachers of Mathematics. Each chapter deals with a different mathematics topicafrom place value to problem solving. The case study format and inclusion of student examples promote a sound understanding of learnersa varied cognitive, behavioral, and physical needsaessential knowledge for designing appropriate teaching strategies. Also included is a variety instructional activities that can easily be implemented in the classroom.Responding with Systematic Intervention and Remediation, Third Edition Helene J. Sherman, Lloyd I. Richardson, George J. Yard ... the addition concept, developmental work with understanding the algorithm for combinations of two or more addends is begun. ... Remember, sets are disjoint if they share no elements (objects) in common. ... Although children have had many experiences with addition situations in grades Ka2, Silver, Strutchens, and Zawojewski (NCTM, 2000, p.
|Title||:||Teaching Learners Who Struggle with Mathematics|
|Author||:||Helene J. Sherman, Lloyd I. Richardson, George J. Yard|
|Publisher||:||Waveland Press - 2015-06-11|