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“This book is exactly what teachers and teacher educators need! The explanations of complex instructional and assessment techniques, examples, and case studies make it easy to understand classroom implementation. I will definitely use this book as a text in my undergraduate Mathematics Methods course.”

—Mary Beth Calhoon, PhD, Department of Teaching and Learning, University of Miami


“Contributors include the most prominent researchers in the field of math education. Each chapter is well researched and is applicable to designing effective instruction. The book is chock-full of evidence-based information related to intensifying interventions for students having serious difficulties in math. Chapters provide clear guidance to practitioners as well as researchers. This is a critical work for those interested in enhancing math performance among students who find math difficult to master.”

—H. Lee Swanson, PhD, Distinguished Professor Emeritus of Educational Psychology, University of California, Riverside; Research Professor, University of New Mexico


“This comprehensive book can serve as an introduction for preservice teachers and a resource for practicing teachers. It provides a thorough presentation of mathematics standards and approaches to intensifying instruction. Across foundational and critical concepts, the book offers interventions that foster higher-level mathematical thinking. The discussions of mathematical language and 'rules that expire' will help teachers avoid inadvertently instilling misconceptions and compounding students’ struggles.”

—Margaret M. Flores, PhD, Department of Special Education, Rehabilitation, and Counseling, Auburn University

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Table of Contents

1. Intensifying Mathematics Interventions for Students Who Struggle Learning Mathematics, Diane Pedrotty Bryant, Brian R. Bryant, & Mikyung Shin

2. Effective Mathematical Practices for Mathematics Instruction and Developing Mathematical Reasoning, Barbara J. Dougherty

3. Data-Based Individualization: A Framework for Providing Intensive Intervention to Students with Mathematics Difficulties, Pamela M. Seethaler, Lynn S. Fuchs, & Douglas Fuchs

4. Intensifying Early Numeracy Interventions, Benjamin S. Clarke, Christian T. Doabler, Marah Sutherland, Marissa P. Suhr, & Elisheba W. Kiru

5. Time and Money Measurement, Diane Pedrotty Bryant, Maryam Nozari, & Brian R. Bryant

6. Improving Conceptual Understanding and Procedural Fluency with Number Combinations and Computation, Sarah R. Powell, Suzanne R. Forsyth, & Melissa K. Driver

7. Extending Students’ Knowledge of Fractions as Relational Quantities: Teaching for Understanding, Jessica H. Hunt & Katherine E. Lewis

8. Intensifying Mathematics Word-Problem-Solving Interventions for Students with or At Risk for Mathematics Difficulties, Asha K. Jitendra & Jennifer Krawec

9. Algebra, Barbara Dougherty, Diane Pedrotty Bryant, Jihyun Lee, & Brian R. Bryant

10. Use of Technology for Intensifying Mathematics Intervention, Min Wook Ok, Mikyung Shin, Brian R. Bryant, & Diane Pedrotty Bryant

Index

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About the Editor

Diane Pedrotty Bryant, PhD, is the Mollie Villeret Davis Professor in Learning Disabilities in the Department of Special Education at The University of Texas at Austin. She is also Project Director of the Mathematics and Science Institute for Students with Special Needs at the Meadows Center for Preventing Educational Risk. Dr. Bryant has published numerous articles on instructional strategies for students with mathematics difficulties. She is coauthor of educational tests, an early numeracy intervention, and textbooks on methods for teaching struggling students. She is Editor-in-Chief of Learning Disability Quarterly.

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Contributors

Brian R. Bryant, PhD (deceased), Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, Texas

Diane Pedrotty Bryant, PhD, Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, Texas

Benjamin S. Clarke, PhD, Special Education and Clinical Services, University of Oregon, Eugene, Oregon

Christian T. Doabler, PhD, Department of Special Education, The University of Texas at Austin, Austin, Texas

Barbara J. Dougherty, PhD, Curriculum Research and Development Group, University of Hawai’i at Mānoa, Honolulu, Hawaii

Melissa K. Driver, PhD, Department of Inclusive Education, Kennesaw State University, Kennesaw, Georgia

Suzanne R. Forsyth, MA, Cameron Independent School District, Cameron, Texas

Douglas Fuchs, PhD, Department of Special Education, Vanderbilt University, Nashville, Tennessee

Lynn S. Fuchs, PhD, Department of Special Education, Vanderbilt University, Nashville, Tennessee

Jessica H. Hunt, PhD, College of Education, North Carolina State University, Raleigh, North Carolina

Asha K. Jitendra, PhD, Graduate School of Education, University of California, Riverside, Riverside, California

Elisheba W. Kiru, PhD, Topeka Public Schools, Topeka, Kansas

Jennifer Krawec, PhD, Department of Teaching and Learning, University of Miami, Coral Gables, Florida

Jihyun Lee, PhD, School of Counseling, Leadership, Advocacy, and Design, University of Wyoming, Laramie, Wyoming

Katherine E. Lewis, PhD, College of Education, University of Washington, Seattle, Washington

Maryam Nozari, PhD, Department of Special Education, University of Hawaii at Manoa, Honolulu, Hawaii

Min Wook Ok, PhD, Department of Special Education, Daegu University, Gyeongsangbuk-do, South Korea

Sarah R. Powell, PhD, Department of Special Education, The University of Texas at Austin, Austin, Texas

Pamela M. Seethaler, PhD, Department of Special Education, Vanderbilt University, Nashville, Tennessee

Mikyung Shin, PhD, Department of Education, West Texas A&M University, Canyon, Texas

Marissa P. Suhr, MS, Special Education and Clinical Services, University of Oregon, Eugene, Oregon

Marah Sutherland, MS, Special Education and Clinical Services, University of Oregon, Eugene, Oregon

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Audience

K–12 teachers and special educators; school administrators; teacher educators.

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Course Use

May serve as a supplemental text in graduate-level courses.