1st Edition

Teaching Mathematics to Middle School Students with Learning Difficulties

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ISBN 9781593853068
Published August 3, 2006 by Guilford Press
178 Pages

USD $31.00

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Book Description

A highly practical resource for special educators and classroom teachers, this book provides specific instructional guidance illustrated with vignettes, examples, and sample lesson plans. Every chapter is grounded in research and addresses the nuts and bolts of teaching math to students who are not adequately prepared for the challenging middle school curriculum. Presented are a range of methods for helping struggling learners build their understanding of foundational concepts, master basic skills, and develop self-directed problem-solving strategies. While focusing on classroom instruction, the book also includes guidelines for developing high-quality middle school mathematics programs and evaluating their effectiveness.

Table of Contents

Introduction, Marjorie Montague and Asha K. Jitendra
1. Standards-Based Mathematics Instruction and Teaching Middle School Students with Mathematical Disabilities, Diane Pedrotty Bryant, Sun A. Kim, Paula Hartman, and Brian R. Bryant
2. Making Reform-Based Mathematics Work for Academically Low-Achieving Middle School Students, John Woodward
3. Teaching Problem-Solving Skills to Middle School Students with Learning Difficulties: Schema-Based Strategy Instruction, Yan Ping Xin and Asha K. Jitendra
4. Teaching Visual Representation for Mathematics Problem Solving, Delinda van Garderen
5. Self-Regulation Strategies for Better Math Performance in Middle School, Marjorie Montague
6. Evaluating Instructional Effectiveness: Tools and Strategies for Monitoring Student Progress, Anne Foegen
7. Quality Mathematics Programs for Students with Disabilities, Diane Kinder and Marcy Stein
8. Facilitating Teacher Collaboration in Middle School Mathematics Classrooms with Special-Needs Students, Rene S. Parmar and Janet R. DeSimone

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Marjorie Montague, PhD, is a Professor of Special Education at the University of Miami, where she directs the graduate programs in learning, attention, and behavior disorders.

Asha K. Jitendra, PhD, is a Professor and Coordinator of Special Education at Lehigh University, where she is also on the faculty of the Center for Promoting Research to Practice--School, Families, and Communities.


This volume fills an important gap in the literature on mathematics disabilities. Chapters by leaders in the field address important, timely, and challenging issues related to standards, curriculum, and individualized teaching approaches for middle school students who are struggling in math. The volume is a valuable source of information for preservice as well as inservice special educators. It would be an excellent text for math methods courses in teacher preparation programs.--Nancy C. Jordan, EdD, University of Delaware

The teaching and learning of mathematics has become an especially high-stakes endeavor. The associated challenges are only compounded for children with learning disabilities, their teachers, and their parents. Montague and Jitendra have assembled a strong group of scholars to address core issues regarding the mathematics education of these students. This is a timely and much-needed contribution that will help to expand the field of mathematics learning disabilities beyond the elementary school years, and that provides a good resource for teachers who are working to educate these students.--David C. Geary, PhD, University of Missouri-Columbia

This book provides useful suggestions for developing a rigorous math program in an inclusive setting. It emphasizes a strategy-based approach to learning that encourages higher-order thinking from all students. Providing a framework for creating a positive, collaborative classroom environment, the book will help to bridge the achievement gap for students with mathematics disabilities.--Christopher Love, MAT, Montgomery County Public Schools, Maryland

Montague and Jitendra, both prominent researchers on their own, have assembled an outstanding group of authors to present the latest knowledge about learning and instruction for students with mathematics disabilities. This important text should be required reading for all researchers, graduate students, and practitioners interested in scientifically based, state-of-the-art practices. Although the focus is middle school students, those working with elementary and high school students will also benefit from the information presented in this volume.--Thomas Scruggs, PhD, George Mason University
The book makes a significant contribution in terms of providing an explanation of the history of the disconnect between the fields of special education and mathematics education.
--PsycCRITIQUES, 6/26/2006