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Intensifying Mathematics Interventions for Struggling Students
Diane Pedrotty Bryant (Edt)
Guilford Press / Softcover / 2021-06-01 / 1462546196
Special Education
reg price: $45.50 our price: $ 43.23 (may be subject to change)
220 pages
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This key resource for K–12 educators offers a systematic guide to delivering Tier 2 and 3 math interventions within a multi-tiered system of support. The volume explains critical math areas in which many students have difficulty—early numeracy, time and money measurement, number combinations, fractions, word problem solving, algebra, and more. Leading experts describe relevant standards and show how to use data-based individualization to plan, monitor, and intensify instruction in each area. Beginning with bulleted guiding questions, chapters feature a wealth of evidence-based intervention strategies, lesson-planning ideas, and case examples. Reproducible instructional activities and planning forms can be downloaded and printed in a convenient 8½" x 11" size.

This title is part of The Guilford Series on Intensive Instruction , edited by Sharon Vaughn.


“This book is exactly what teachers and teacher educators need! The explanations of complex instructional and assessment techniques, examples, and case studies make it easy to understand classroom implementation. I will definitely use this book as a text in my undergraduate Mathematics Methods course.”

—Mary Beth Calhoon, PhD, Department of Teaching and Learning, University of Miami

“This comprehensive book can serve as an introduction for preservice teachers and a resource for practicing teachers. It provides a thorough presentation of mathematics standards and approaches to intensifying instruction. Across foundational and critical concepts, the book offers interventions that include multiple representations and foster higher-level mathematical thinking. The discussions of mathematical language and 'rules that expire' are critical to help teachers avoid inadvertently instilling misconceptions and compounding students’ struggles.”

—Margaret M. Flores, PhD, Department of Special Education, Rehabilitation, and Counseling, Auburn University

Table of Contents:

1. Intensifying Mathematics Interventions for Students Who Struggle Learning Mathematics, Diane Pedrotty Bryant, Brian R. Bryant, & Mikyung Shin

2. Effective Mathematical Practices for Mathematics Instruction and Developing Mathematical Reasoning, Barbara J. Dougherty

3. Data-Based Individualization: A Framework for Providing Intensive Intervention to Students with Mathematics Difficulties, Pamela M. Seethaler, Lynn S. Fuchs, & Douglas Fuchs

4. Intensifying Early Numeracy Interventions, Benjamin S. Clarke, Christian T. Doabler, Marah Sutherland, Marissa P. Suhr, & Elisheba W. Kiru

5. Time and Money Measurement, Diane Pedrotty Bryant, Maryam Nozari, & Brian R. Bryant

6. Improving Conceptual Understanding and Procedural Fluency with Number Combinations and Computation, Sarah R. Powell, Suzanne R. Forsyth, & Melissa K. Driver

7. Extending Students’ Knowledge of Fractions as Relational Quantities: Teaching for Understanding, Jessica H. Hunt & Katherine E. Lewis

8. Intensifying Mathematics Word Problem-Solving Interventions for Students with or At Risk for Mathematics Difficulties, Asha K. Jitendra & Jennifer Krawec

9. Algebra, Barbara Dougherty, Diane Pedrotty Bryant, Jihyun Lee, & Brian R. Bryant

10. Use of Technology for Intensifying Mathematics Intervention, Min Wook Ok, Mikyung Shin, Brian R. Bryant, & Diane Pedrotty Bryant


About the Editor:

Diane Pedrotty Bryant, PhD, is the Mollie Villeret Davis Professor in Learning Disabilities in the Department of Special Education at The University of Texas at Austin. She is also Project Director of the Mathematics and Science Institute for Students with Special Needs at the Meadows Center for Preventing Educational Risk. Dr. Bryant has published numerous articles on instructional strategies for students with mathematics difficulties. She is coauthor of educational tests, an early numeracy intervention, and textbooks on methods for teaching struggling students. She is Editor-in-Chief of Learning Disability Quarterly.

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