Product Overview
Secondary mathematics, spanning introductory pre-algebra to advanced calculus, is critical in preparing students to meet the challenges of the modern world. The topics students learn at this level are relevant for their success in post-secondary endeavors, with the demand for quantitative and analytical skills at an all-time high. Furthermore, mathematics promotes students’ ability to reason logically and think critically, which are highly transferrable skills.
Dyscalculia is a learning disorder specific to math that impacts students with and without special education labels, causing gaps in their math understanding. It is critical to use systematic explicit instruction strategies employing task analysis, mnemonics, and representations, such as visuals and CRA, to help these students.
This guide presents evidence-supported instructional approaches and strategies for teaching all students, including those with dyscalculia, secondary math. It is the third and final guide in the Teaching Math series of laminated guides.
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. 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.
Jonté A. Myers, Ph.D., is an Assistant Professor of Special Education in the Department of Learning Sciences at the College of Education and Human Development, Georgia State University, Atlanta. His research focuses on mathematics instruction, interventions, and evidence-based practices for students with mathematics difficulties (MD), including those with or at risk for learning disabilities (LD). Dr. Myers also explores teacher quality and effectiveness as they relate to mathematics outcomes for students with MD, as well as issues surrounding special education licensure and certification.
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