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RtI in Math: Evidence-Based Interventions 2nd edition [Minkštas viršelis]

4.33/5 (4 ratings by Goodreads)
(Southern Illinois University Edwardsville, USA), (Southern Illinois University Edwardsville, USA)
  • Formatas: Paperback / softback, 222 pages, aukštis x plotis: 280x210 mm, weight: 530 g, 114 Line drawings, black and white; 114 Illustrations, black and white
  • Išleidimo metai: 20-May-2021
  • Leidėjas: Routledge
  • ISBN-10: 036781899X
  • ISBN-13: 9780367818999
Kitos knygos pagal šią temą:
RtI in Math: Evidence-Based Interventions 2nd editionDidesnis paveikslėlis
  • Formatas: Paperback / softback, 222 pages, aukštis x plotis: 280x210 mm, weight: 530 g, 114 Line drawings, black and white; 114 Illustrations, black and white
  • Išleidimo metai: 20-May-2021
  • Leidėjas: Routledge
  • ISBN-10: 036781899X
  • ISBN-13: 9780367818999
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780367818999.html
Raktažodžiai:

Learn how to help K–8 students who struggle in math. Now in its second edition, this book provides a variety of clear, practical strategies that can be implemented right away to boost student achievement. Discover how to design lessons that work with struggling learners, implement math intervention recommendations from the Institute of Education Sciences Practice Guides, the National Center on Intensive Intervention, and CEC, use praise and self-motivation more effectively, develop number sense and computational fluency, teach whole numbers and fractions, increase students’ problem-solving abilities, and more! This edition features an all-new overview of effective instructional practices to support academic engagement and success, ideas for intensifying instruction within tiered interventions, and a detailed set of recommendations aligned to both CCSSM and CEC/CEEDAR’s High-Leverage Practices to help support students struggling to meet grade-level expectations. Extensive, current examples are provided for each strategy, as well as lesson plans, games, and resources.

Meet the Authors vii
Introduction ix
1 Overview of Response to Intervention in Mathematics
1(6)
What Is Response to Intervention?
1(4)
Models of Implementation
5(1)
Summary
6(1)
2 Using Assessment to Make Instructional Decisions
7(14)
Step 1 Problem Identification
8(2)
Step 2 Problem Analysis
10(3)
Step 3 Intervention Plan Development
13(2)
Step 4 Plan Implementation
15(1)
Step 5 Plan Evaluation
16(4)
Summary
20(1)
3 Overview of Evidence-Based Practices for Teaching Mathematics
21(12)
Evidence-Based Practices for the Core Curriculum (Tier 1)
21(4)
Interventions to Support Students Who Struggle in Mathematics (Tiers 2 & 3)
25(5)
Summary
30(3)
4 Setting the Stage: Increasing Motivation
33(14)
Why Focus on Motivation?
33(1)
Increasing Motivation by Creating Meaningful, Engaging Lessons
34(1)
Using Self-Monitoring and Goal-Setting to Increase Motivation
35(1)
Effective Use of Praise
36(2)
Rewards
38(7)
Summary
45(2)
5 Explicit Instruction
47(16)
Instructional Considerations for Struggling Learners
47(3)
The Explicit Instruction Lesson
50(11)
How Explicit Instruction Improves Motivation
61(1)
Summary
61(2)
6 Concrete and Visual Representation
63(10)
Research on the Concrete-Pictorial-Abstract (CPA) Sequence
64(5)
Recommendations for Implementing the CPA Sequence
69(2)
Summary
71(2)
7 Developing Number Sense
73(16)
Counting and Representing Whole Numbers
73(7)
Magnitude Comparison
80(1)
Place Value
81(5)
Intensifying Instruction
86(3)
8 Operations with Whole Numbers: Addition and Subtraction
89(16)
Developing Conceptual Understanding of Addition and Subtraction
89(7)
Developing Computational Fluency with Basic Facts
96(1)
Solving Multi-Digit Addition and Subtraction Problems
96(6)
Intensifying Instruction during Interventions
102(1)
Summary
103(2)
9 Operations with Whole Numbers: Multiplication and Division
105(14)
Developing Conceptual Understanding of Multiplication
105(4)
Developing Fluency with Multiplication and Division Facts
109(1)
Multiplication with Rectangular Arrays
110(2)
The Standard Algorithm for Multiplication
112(3)
Multi-Digit Division
115(2)
Intensifying Instruction During Interventions
117(1)
Summary
118(1)
10 Fact Fluency
119(28)
Developing Strategies for Solving Basic Facts
121(16)
Automaticity
137(7)
Summary
144(3)
11 Representing Rational Numbers
147(28)
Fractions
147(18)
Decimals
165(6)
Percent
171(1)
Intensifying Instruction
171(2)
Summary
173(2)
12 Problem-Solving
175(24)
Problem-Solving in the Core Curriculum (Tier 1)
175(3)
Teaching Problem-Solving During Interventions (Tier 2 & Tier 3)
178(19)
Summary
197(2)
13 Conclusion: Using RtI to Improve Achievement in Mathematics
199(8)
Selecting Materials for Core Instruction (Tier 1)
199(3)
Selecting Materials for Interventions (Tiers 2 & 3)
202(2)
Intensifying Instruction
204(2)
Summary
206(1)
References 207
Linda Forbringer is a Professor in the Department of Teaching and Learning at Southern Illinois University Edwardsville, USA.

Wendy Weber is a Professor in the Department of Teaching and Learning, and Program Director for the undergraduate Special Education Program at Southern Illinois University Edwardsville, USA.