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ERIC Number: ED510204
Record Type: Non-Journal
Publication Date: 2008
Pages: 192
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-0-3250-2183-XISBN-978-0-3250-2183-6
ISSN: N/A
Differentiating in Number & Operations: A Guide for Ongoing Assessment, Grouping Students, Targeting Instruction, and Adjusting Levels of Cognitive Demand
Taylor-Cox, Jennifer
Heinemann
Differentiating is good teaching. As a math intervention tool, it's power packed. And as a math acceleration instrument it's unbeatable. And differentiation doesn't have to be difficult. Not with "Differentiation in Number & Operations and the Other Math Content Standards, PreK-Grade 2". The author's five-volume series shows you easy and effective differentiation strategies that can help all young mathematicians get off to a great start. With it you'll effectively differentiate instruction across all five math content strands. This book is the touchstone volume of the set. It introduces the foundational elements of differentiated teaching through working with number and operations. The author's approach allows you to: (1) assess students' math abilities quickly and efficiently; (2) group children by need, just as you do for guided reading; (3) target instruction to meet every student's needs; and (4) adjust levels of cognitive demand. Contents include: (1) Targeted, Differentiated Instruction; (2) Number and Operations in Prekindergarten Through Second Grade; (3) Targeting Instruction; (4) Grouping Students; (5) Levels of Cognitive Demand; (6) Learning Frameworks; (7) Personal Assessment; and (8) Reflecting on Practice. [This book is part of the series: "The Differentiating in the Math Content Standards Series".]
Heinemann. P.O. Box 6926, Portsmouth, NH 03802-6926. Tel: 800-225-5800; Fax: 603-431-2214; e-mail: custserv@heinemann.com; Web site: http://www.heinemann.com/
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Early Childhood Education; Elementary Education; Grade 1; Grade 2; Kindergarten; Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A