Product Overview
The most reliable and effective way to help all children succeed in math is through early instruction of key structures of mathematical learning, which serve as the foundation upon which they can develop a conceptual understanding of mathematics over time. Developing early math proficiency is related to increased opportunities for success in upper-elementary and even secondary school. Proficiency should be defined as students’ understanding the “why” of mathematics, connected with how they will solve problems related to mathematics. When teaching young children, teachers must focus on the interactivity between conceptual understanding and procedural knowledge (i.e., accurate and efficient approaches to solving mathematical problems). This new trifold guide—part of the Teaching Math series of four laminated guides—offers evidence-based strategies that support the development of early numeracy skills of all children, including those with dyscalculia.
Bradley S. Witzel, PhD, is the Adelaide Worth Daniels Distinguished Professor of Education at Western Carolina University. Before that he served as Distinguished Professor at Winthrop University. An award-winning teacher, he worked in multiple settings teaching mainly math and science to high achieving students with learning disabilities and difficulties. His work as a teacher carries through to his research where he develops and tests mathematics interventions. Dr. Witzel has authored 10 books, over 80 professional publications and over 50 specialized manuals and multimedia works. His most recent books include Rigor for Students with Special Needs (Routledge), Rigor in the RTI and MTSS Classroom (Routledge), Teaching Elementary Mathematics to Struggling Learners (Guilford Press), and Bridging the Arithmetic to Algebra Gap (Council for Exceptional Children). Having delivered over 700 conference papers and workshop presentations, Dr. Witzel focuses on the learning of children with specialized instructional needs. He has served as a board member consulting with several states on mathematics education, RTI and MTSS. He also served as an author/panelist on the Institute of Education Sciences RTI Math Practice Guide and an author/presenter on the Kansas Math Project. Most importantly, he is a husband of a beautiful Occupational Therapist and father of two intellectual and outspoken young women.
Dr. Sarah King is an Assistant Professor of Special Education at the University of Hawai‘i at Mānoa in the Department of Special Education. Her research focuses on culturally and linguistically responsive mathematics instruction as well as the development of mathematics interventions for students experiencing mathematics difficulty. Through her work, Dr. King aims to enhance equitable access to high-quality mathematics instruction for all learners.
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