Designing Effective Math Instruction (Paperback)

• Category:  Books  »  Education & Teaching  »  Special Education - General
• Format: Paperback   Learn more about the Paperback format using Tower WIKI.
• Publisher: Prentice Hall
• ISBN: 0131192442
• WAPI (Tower ID): 100444016
• Release Date: August 30, 2005
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• Tower.com Sales Rank: #371864 in Books (See Top 100 Books Bestsellers)
• #8580 in Education & Teaching (See Top 100 Education & Teaching Bestsellers)
• #186 in Special Education - General (See Top 100 Special Education - General Bestsellers)

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Providing teachers with the information needed to design supplemental mathematic instruction and to evaluate and modify commercially developed math programs, Designing Effective Mathematics Instruction, Fourth Edition, gives teachers systematic procedures and teaching strategies to augment mathematics instruction.

Written by Marcy Stein, Diane Kinder, Jerry Silbert, and Douglas W. Carnine, this latest edition includes:

• A new chapter on pre-algebra skills (Chapter 20) to assist teachers in working with older students on these higher order concepts.
• Frequently Asked Questions About Direct Instruction (Appendix B) that explain how to implement a direct instruction approach and why direct instruction is the most effective method for teaching students with disabilities and those at-risk for math failure.
• A relevant Topics of Interest chart (located on the inside front cover) that summarizes information for primary, intermediate, and remedial teachers.
• New content on evaluating and modifying commercially developed mathematics instructional materials.
• The history and components of the direct instruction approach to teaching mathematics.
• Relevant and current research on the skills and techniques required for effective mathematics instruction, including strategies for pacing lessons, correcting errors, and diagnosing and remedying error patterns.
• Instructional Sequence and Assessment Charts for primary, intermediate, and remedial teachers, which can serve as diagnostic tests or as a basis for constructing goals and objectives for students.

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