Math Intervention: Building Number Power with Formative Assessments, Differentiation, and Games, Grades PreK-2

Autor/in	Taylor-Cox, Jennifer
Titel	Math Intervention: Building Number Power with Formative Assessments, Differentiation, and Games, Grades PreK-2
Quelle	(2009), (175 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-5966-7108-9
Schlagwörter	Leitfaden; Unterricht; Lehrer; Feedback (Response); Intervention; Number Concepts; Mathematics Teachers; Subtraction; Individualized Instruction; Mathematics Instruction; Formative Evaluation; Problem Solving; Teaching Methods; Arithmetic; Error Correction + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Number concept; Zahlbegriff; Mathematics; Mathematik; Lehrer; Subtraktion; Individualisierender Unterricht; Mathematics lessons; Mathematikunterricht; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Korrektur
Abstract	Useful for small groups or one-on-one instruction, this book offers successful math interventions and response to intervention (RTI) connections. Teachers will learn to target math instruction to struggling students by: (1) Diagnosing weaknesses; (2) Providing specific, differentiated instruction; (3) Using formative assessments; (4) Offering corrective feedback; and (5) Motivating students by using games. Taylor-Cox emphasizes four main goals for math instructors. They must help students achieve: accuracy, efficiency, flexibility, and fluency in solving math problems. Integral to each of these goals is ensuring that students understand math "concepts." "Math Interventions: Building Number Power, Grades PreK-2" provides math teachers with specific strategies for imparting those concepts. Contents include: (1) Early Number Concepts; (2) Numbers and Number Relationships Concepts; and (3) Addition and Subtraction Concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10