Math Instruction for Students with Learning Difficulties

This third edition of Math Instruction for Students with Learning Difficulties provides a research-based approach to mathematics instruction, focusing on building confidence and competence in PreK-12 teachers, addressing teacher and student attitudes, language issues, disabilities, prior experiences, and cognitive and metacognitive factors. It includes suggestions for class activities and field extensions and features current research on multi-tiered systems of support.

Format: Paperback / softback
Length: 480 pages
Publication date: 30 November 2021
Publisher: Taylor & Francis Ltd

This extensively revised third edition of Math Instruction for Students with Learning Difficulties offers a research-based approach to mathematics education designed to enhance confidence and proficiency among preservice and in-service PreK-12 teachers. Drawing upon benchmarks set by the National Council of Teachers of Mathematics and the Common Core State Standards for Mathematics, this indispensable text addresses teacher and student attitudes toward mathematics, language barriers, specific mathematics disabilities, prior experiences, and cognitive and metacognitive factors. The chapters on assessment and instruction precede strands that focus on critical concepts. Packed with practical ideas for classroom activities and field extensions, the new edition incorporates the latest research across various topics and features a cohesive thread throughout chapters and strands: multi-tiered systems of support as they apply to mathematics instruction.

Introduction:
Math Instruction for Students with Learning Difficulties serves as a comprehensive resource for educators seeking to provide effective mathematics education to students with learning disabilities. This edition, in its third iteration, has been meticulously updated to reflect the latest research, theories, and practices in the field. By adopting a research-based approach, the book aims to empower preservice and inservice teachers with the knowledge and skills necessary to effectively teach mathematics to students with diverse learning needs.

Research-Based Approach:
The third edition of Math Instruction for Students with Learning Difficulties is grounded in extensive research and evidence-based practices. It emphasizes the importance of using research-validated instructional strategies and materials that are tailored to the unique learning styles and abilities of students with learning difficulties. The book provides a wealth of information and practical strategies that teachers can use to create a supportive and inclusive learning environment for all students, regardless of their mathematical abilities.

Teacher and Student Attitudes:
One of the key themes of the book is the relationship between teacher and student attitudes toward mathematics. It explores the factors that influence these attitudes, such as prior experiences, beliefs, and stereotypes. The book offers strategies for teachers to develop positive attitudes toward mathematics and promote a growth mindset among their students. It also emphasizes the importance of creating a classroom environment that is conducive to learning and encourages student participation and engagement.

Language Issues:
Another important aspect of math instruction for students with learning difficulties is language barriers. The book provides strategies and resources for teachers to address language barriers and promote language development in their students. It emphasizes the importance of using clear and concise language and providing visual aids and manipulatives to support student understanding.

Specific Mathematics Disabilities:
Math Instruction for Students with Learning Difficulties also addresses specific mathematics disabilities, such as dyscalculia, dyslexia, and ADHD. It provides detailed information about these disabilities and offers strategies and interventions that teachers can use to support students with these challenges. The book also emphasizes the importance of collaboration with other professionals, such as speech-language pathologists and learning specialists, to provide comprehensive support for students with multiple disabilities.

Prior Experiences:
Prior experiences, both positive and negative, can significantly impact student attitudes toward mathematics. The book explores the role of prior experiences in shaping student beliefs and attitudes and offers strategies for teachers to address negative prior experiences and promote positive ones. It also emphasizes the importance of building a strong rapport with students and creating a safe and supportive learning environment.

Cognitive and Metacognitive Factors:
Cognitive and metacognitive factors play a crucial role in math instruction for students with learning difficulties. The book provides strategies and interventions that teachers can use to support students' cognitive abilities, such as memory, attention, and problem-solving skills. It also emphasizes the importance of teaching students metacognitive skills, such as self-monitoring, self-regulation, and goal-setting, to help them become more independent and successful learners.

Assessment and Instruction:
Chapters on assessment and instruction precede strands that focus on critical concepts. The book provides a comprehensive framework for assessing student learning and developing effective instructional strategies. It emphasizes the importance of using multiple forms of assessment, such as formative and summative assessments, to monitor student progress and identify areas for improvement. The book also offers practical strategies for teaching critical concepts, such as number sense, algebra, and geometry, using hands-on activities and visual aids.

Multi-Tiered Systems of Support:
A innovative thread throughout chapters and strands of the book is multi-tiered systems of support as they apply to mathematics instruction. The book recognizes that not all students with learning difficulties require the same level of support. It provides a framework for implementing multi-tiered systems of support, which involve providing different levels of support and intervention to students based on their individual needs. The book offers practical strategies for identifying students' needs, implementing interventions, and monitoring student progress.

Conclusion:
In conclusion, Math Instruction for Students with Learning Difficulties is an essential resource for educators seeking to provide effective mathematics education to students with learning disabilities. By adopting a research-based approach and incorporating the latest research, theories, and practices, the book empowers preservice and inservice teachers with the knowledge and skills necessary to create a supportive and inclusive learning environment for all students. The book's emphasis on teacher and student attitudes, language issues, specific mathematics disabilities, prior experiences, cognitive and metacognitive factors, assessment and instruction, and multi-tiered systems of support makes it a valuable tool for educators working in a variety of educational settings.

Weight: 920g
Dimension: 254 x 178 (mm)
ISBN-13: 9780367559588
Edition number: 3 New edition