Building Number Sense Through the Common Core / Edition 1 available in Paperback, eBook
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Building Number Sense Through the Common Core / Edition 1
- ISBN-10:
- 1452202559
- ISBN-13:
- 2901452202555
- Pub. Date:
- 11/08/2012
- Publisher:
- SAGE Publications
![Building Number Sense Through the Common Core / Edition 1](http://img.images-bn.com/static/redesign/srcs/images/grey-box.png?v11.9.4)
Building Number Sense Through the Common Core / Edition 1
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Overview
The "math" is on the wall: unless our youngest mathematicians have a solid understanding of number sense, they have little hope of mastering the higher math that lies ahead. This essential resource helps you identify where K-3 students are likely to struggle, and then intervene with smart, targeted instruction. The authors provide:
• Teaching strategies that build number sense skills, including quantity and cardinality, fact fluency, and more
• Adaptations for students with specific needs, based on an RTI approach
• Guidance on measuring number sense through assessments
• User-friendly charts, tables, and sample math problems
Product Details
ISBN-13: | 2901452202555 |
---|---|
Publisher: | SAGE Publications |
Publication date: | 11/08/2012 |
Edition description: | New Edition |
Pages: | 200 |
Product dimensions: | 6.00(w) x 1.25(h) x 9.00(d) |
About the Author
Paul J. Riccomini is an experienced classroom teacher, author, mathematician, and leading special education expert. Dr. Riccomini began his career as a dual-certified general education mathematics teacher of students with learning disabilities, emotional and behavioral disabilities, and gifted and talented students in Grades 7–12. He taught mathematics to both general and special education students in inclusive settings. He is coauthor of the best-selling Response to Intervention in Math (Corwin, 2009) book and is an associate professor of education at the Pennsylvania State University. His teaching experiences required him to have both strong content knowledge in mathematics and to develop and maintain strong collaborative relationships with both general and special educators. As a former middle and high school mathematics teacher, he knows firsthand the challenges faced by students who struggle in mathematics and recognizes the importance of early mathematics development. He hopes the writing of this book will assist teachers in their efforts to develop young mathematicians.
Dr. Riccomini provides professional development in schools across the nation. His dynamic presentations offer research-validated practices that focus on the development of improved instructional practices for all students. Dr. Riccomini’s written work includes numerous research and practitioner articles for students with and without learning disabilities, including one of the first books to address Response to Intervention in the area of mathematics. Additional publications he coauthored include three Tier 2 Interventions for the areas of fractions, integers, and simple equations.
Marla Larson Herlong, MEd, earned her bachelor of science in early childhood and her master of education in curriculum and instruction with a concentration in mathematics at Winthrop University in South Carolina. An experienced classroom teacher, she has taught a wide variety of students from kindergarten through second grade. A popular speaker, she has presented several workshops and conference sessions in the areas of math intervention strategies, integrating content, teaching math through problem solving, data-driven assessments, and increasing student engagement. She is currently working on deconstructing assessments and aligning curriculum maps for the Common Core State Standards. Marla was born and raised in California and currently resides in Aiken, South Carolina, with her husband and daughter.
, MEd, earned her bachelor of science in early childhood and her master of education in curriculum and instruction with a concentration in mathematics at Winthrop University in South Carolina. An experienced classroom teacher, she has taught a wide variety of students from kindergarten through second grade. A popular speaker, she has presented several workshops and conference sessions in the areas of math intervention strategies, integrating content, teaching math through problem solving, data-driven assessments, and increasing student engagement. She is currently working on deconstructing assessments and aligning curriculum maps for the Common Core State Standards. Marla was born and raised in California and currently resides in Aiken, South Carolina, with her husband and daughter.