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Introduction | |
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Standards-Based Mathematics Instruction and Teaching Middle School Students with Mathematical Disabilities | |
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What Are the NCTM's Principles and Standards for School Mathematics? | |
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Why Do Students with Mathematical Disabilities Have Difficulty Learning the Principles and Standards for School Mathematics? | |
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How Can Teachers Adapt Mathematics Instruction to Help Students with Mathematical Disabilities Benefit from Instruction? | |
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Adaptations Framework in Action: Instructional Lesson-Buying Sod for the Backyard | |
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Conclusion | |
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Making Reform-Based Mathematics Work for Academically Low-Achieving Middle School Students | |
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Aligning Mathematics Instruction for Students with Learning Disabilities with Mathematical Proficiency | |
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Implications for Instruction | |
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Teaching Problem-Solving Skills to Middle School Students with Learning Difficulties: Schema-Based Strategy Instruction | |
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Mathematical Problem Solving | |
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What Is Schema-Based Strategy Instruction? | |
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Multiplication and Division Word Problems | |
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Schema-Based Problem-Solving Instruction | |
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Summary | |
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Teaching Visual Representation for Mathematics Problem Solving | |
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Why Instruct Students with Mathematics Disabilities to Use Diagrams for Solving Word Problems? | |
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Developing Students' Ability to Solve Word Problems Using Diagrams | |
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Implementing Diagrammatic Instruction | |
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A Caution | |
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Conclusion | |
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Self-Regulation Strategies for Better Math Performance in Middle School | |
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Why Are Students with Learning Disabilities Such Poor Mathematical Problem Solvers? | |
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How Do Good Problem Solvers Solve Math Problems? | |
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How Can We Teach Students with Learning Disabilities to Be Better Math Problem Solvers? | |
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Solve It!: A Validated Math Problem-Solving Program | |
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A Sample Solve It! Lesson | |
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Conclusion | |
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Evaluating Instructional Effectiveness: Tools and Strategies for Monitoring Student Progress | |
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Progress Monitoring: A Tool for Evaluating Instructional Effectiveness | |
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Monitoring Student Progress in Middle School Mathematics | |
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Quality Mathematics Programs for Students with Disabilities | |
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Critical Components of Effective Mathematics Instruction | |
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Quality of Commercial Programs | |
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Summary | |
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Facilitating Teacher Collaboration in Middle School Mathematics Classrooms with Special-Needs Students | |
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Developing Teacher Collaboration | |
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Changing the Environment to Foster Collaboration | |
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Making Modifications and Accommodations | |
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Conclusion | |
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Index | |