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Building Number Sense Through the Common Core, by Bradley S. Witzel, Paul J. Riccomini, Marla L. Herlong
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Build a lasting foundation for math proficiency right from the start
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
- Sales Rank: #707594 in Books
- Brand: Corwin
- Published on: 2012-11-08
- Original language: English
- Number of items: 1
- Dimensions: 9.90" h x .50" w x 7.00" l, .90 pounds
- Binding: Paperback
- 200 pages
- Teaching strategies that build number sense skills, including quantity and cardinality, numeral/number
- Adaptations for students with specific needs, including English learners and students with disabilities,
- Guidance on measuring number sense through assessments and preparing students for standardized testing
- User - friendly charts, tables, and sample math problems for planning curriculum and lessonsDiscover
- Title - Building Number Sense Through the Common Core
Review
"With the adoption of the Common Core State Standards, this is the perfect resource! I’ve already begun using the strategies in the book with my fellow third grade teachers! The author describes how each standard should be taught, which makes this such a quick and immensely useful resource!" (Deborah Gordon, Third Grade Teacher 2012-04-30)
"This book reminds us of the need for rigorous and appropriate math education and then gives us the wherewithal to do such. It has great stores, wonderful examples, and will greatly help pre-service instruction as well as K-12 education. There absolutely needs to be more emphasis on math instruction in schools, and this book will lead the way!" (David Bateman, Professor of Special Education 2012-05-25)
"Witzel and Riccomini have demystified mathematics instruction! Building Number Sense is an evidence based, accessible manual on how to, why to, and what to teach in regards to the very foundation of mathematics understanding - number sense. Well written with effective examples and scenarios to illustrate key points, anyone interested in improving outcomes for children in mathematics should read this." (Annmarie Urso, Ph.D. 2012-06-12)
From the Back Cover
Build a lasting foundation for math proficiency right from the start.
About the Author
Bradley S. Witzel, PhD, is an award-winning teacher and professor who works as an associate professor and education program coordinator at Winthrop University, the flagship education college for the state of South Carolina. As a classroom teacher, and before that as a paraeducator, he worked in multiple settings teaching mainly math and science to high-achieving students with disabilities. Dr. Witzel has written five books, including the best-selling Response to Intervention in Math through Corwin, as well as several dozen book chapters, research and practitioner articles, and training manuals. He has also produced six education videos and several hundred conference and workshop presentations. He is a selected member of the Governing Board of the Southeast Regional Educational Laboratory (REL), funded by the Institute of Education Sciences (IES), and of the Smarter Balanced Assessment Consortium (SBAC) Accessibility and Accommodations work group. Dr. Witzel currently serves as the editor of Focus on Inclusive Education through the Association for Childhood Education International (ACEI) and recently served as a panelist on the IES practice guide Assisting Students Struggling with Mathematics and as an invited reviewer of the final report from the National Mathematics Advisory Panel. Most importantly, he is a father of two, husband of an educator, and son of two educators.
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.Most helpful customer reviews
3 of 3 people found the following review helpful.
informative
By Rebekah
After reading this book, I see how important vertical and horizontal planning is when teaching common core. I like the fact there are examples throughout the entire book. I am very pleased with the fact that RtI is incorporated throughout the book as well. The book also infuses research from a plethora of sources. The charts and pictures are helpful when trying to integrate the practices into my classroom. I am extremely pleased with the information presented and the connection to real life classrooms.
2 of 2 people found the following review helpful.
Good Book for PD
By Elisabeth
I rarely write reviews but I feel compelled to share my thoughts on this book. I am a PD provider and just finished a math series with a school district using this book as the platform for meeting the needs of students who struggle in school. Thankfully, the authors do not opine on untested theories but instead rely on high quality research to connect the recent findings on number sense to what is listed in the CCSS. For example, they infuse Geary's research on number lines, Jitendra's work on problem solving, and IES's recommendations for fact automaticity to show relevant lessons and activities that will help connect the research to the CCSS.
If you read a lot on this topic, you will see that some of the chapters show more generic ideas. However, others are eye-opening. For this most recent PD series that chapter was on place value. The authors show how place value is used for teaching comparisons of magnitude and early understandings of computation. Based on these beginnings, upper elementary teachers were able to see the vertical progression to calculation of whole and rational numbers. The connection across grade levels is something none of us had seen.
1 of 1 people found the following review helpful.
Excellent resource
By Betsy
I usually don't write reviews, but I saw the (2 when I wrote this) reviews for this book were so divided (I give it a 4.5), I thought it might be helpful for readers to have another review. I found this book extremely helpful and practical for teaching. The authors do a nice job combining concepts and procedures- and emphasizing the importance of both. The text is easy to follow and the visuals match the text well. The examples are great! The content is current (e.g., RTI) and I believe this is a resource that I can use in my classroom. A must have for special education and general education math teachers!
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