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Building Number Sense Through the Common Core

By: Bradley S. Witzel, Paul J. Riccomini, Marla L. Herlong

This essential resource provides teaching strategies, adaptations, and sample math problems to build number sense skills such as quantity and cardinality, fact fluency, and more.

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Product Details

Grade Level: PreK-12
ISBN: 9781452202556
Published By: Corwin
Year: 2012
Page Count: 200
Publication date: January 02, 2013

Price: $39.95

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Description

Build a lasting foundation for math proficiency right from the start

The "math" is on the wall: unless we can instill in our youngest mathematicians a solid understanding of number sense, they have little hope of mastering the more rigorous fractions and algebra that lie ahead. A key piece is identifying precisely where K-3 students are likely to struggle, then intervening with smart, targeted instruction. That's where Witzel and Riccomini's Building Number Sense Through the Common Core fits in.

Grounded in research-supported instruction with aligned assessments to ensure comprehension, this essential resource provides:

Teaching strategies that build number sense skills, including quantity and cardinality, numeral/number recognition, fact fluency, math language, and more
Adaptations for students with specific needs, including English learners and students with disabilities, based on an RTI approach
Guidance on measuring number sense through assessments and preparing students for standardized testing
User-friendly charts, tables, and sample math problems for planning curriculum and lessons

Discover strategies that enable your students to develop a fundamental sense for numbers and create a lasting foundation for math proficiency!

"The authors describe how each common standard should be taught, which makes this a quick and immensely useful resource. I've already begun using the strategies with my fellow teachers."
—Deborah Gordon, Third-Grade Teacher
Madison School District, Phoenix, AZ

"This is an evidence based, accessible manual on how, why, and what to teach. Well written with effective examples and scenarios to illustrate key points, this book should be read by anyone interested in improving outcomes for children in mathematics."
—Annmarie Urso, Assistant Professor
State University of New York at Geneseo

Key features

This book includes:

Up-to-date research and best practices for early childhood mathematics instruction and intervention.
Figures and tables to illustrate key concepts.
Quick tips and reproducible forms to help educators implement the strategies.

Author(s)

Bradley S. Witzel

Bradley S. Witzel is an experienced and decorated teacher of students with disabilities and at-risk concerns. He has worked as a classroom teacher and before that as a paraeducator in inclusive and self-contained settings. He currently serves as an associate professor, coordinator of the three special education programs, and assistive department chair of curriculum and instruction at Winthrop University in Rock Hill, South Carolina, where he recently received the 2009 Winthrop Graduate Faculty Award. In higher education, Witzel has taught undergraduate and graduate courses in special and general education methods as well as a variety of other courses from transition to behavior support. He has written several research and practitioner articles, books, and book chapters on mathematics education and interventions, and served as a reviewer of the final report from the National Mathematics Advisory Panel. Recently he coauthored an IES practice guide on Response to Intervention in mathematics. Witzel received his BS in psychology from James Madison University and his MEd and PhD in special education from the University of Florida.

Paul J. Riccomini

Paul J. Riccomini began his career as a dual-certified general education mathematics teacher, teaching students with learning disabilities, emotional and behavioral disabilities, and gifted and talented students in Grades 7-12 in inclusive classrooms. His teaching experiences required a strong content knowledge in mathematics and the development and maintenance of strong collaborative relationships with both general and special educators. Currently, he is an associate professor of special education at Clemson University. His research focus is on effective instructional approaches, strategies, and assessments for students who are low achievers and/or students with learning disabilities in mathematics. He has written several research and practitioner articles related to effective strategies for teaching mathematics to students who struggle as well as coauthored two math intervention programs targeting fractions and integers. As a former middle and high school general education and special education mathematics teacher, Riccomini knows firsthand the challenges and difficulties teachers experience day-to-day when working with struggling students. He earned his doctorate in special education from The Pennsylvania State University and his master's of education and bachelor of arts in mathematics at Edinboro University of Pennsylvania.

Marla L. Herlong

Marla Larson Herlong, MEd, earned her bachelor of science in early childhood and her master of education in curriculum and instruction with a concentration in mathematics at Winthrop University in South Carolina. An experienced classroom teacher, she has taught a wide variety of students from kindergarten through second grade. A popular speaker, she has presented several workshops and conference sessions in the areas of math intervention strategies, integrating content, teaching math through problem solving, data-driven assessments, and increasing student engagement. She is currently working on deconstructing assessments and aligning curriculum maps for the Common Core State Standards. Marla was born and raised in California and currently resides in Aiken, South Carolina, with her husband and daughter.
, MEd, earned her bachelor of science in early childhood and her master of education in curriculum and instruction with a concentration in mathematics at Winthrop University in South Carolina. An experienced classroom teacher, she has taught a wide variety of students from kindergarten through second grade. A popular speaker, she has presented several workshops and conference sessions in the areas of math intervention strategies, integrating content, teaching math through problem solving, data-driven assessments, and increasing student engagement. She is currently working on deconstructing assessments and aligning curriculum maps for the Common Core State Standards. Marla was born and raised in California and currently resides in Aiken, South Carolina, with her husband and daughter.

Table of Contents

Acknowledgments

About the Authors

1. Introduction to the Characteristics of Number Sense

2. Redefining Mastery Through Long-Term Planning

3. Assessment and Progress Monitoring of Number Sense

4. Counting, Number Identification, and Early Addition and Subtraction

5. Building Computation Systems Through Place Value

6. Multiplication and Division

7. Applications in Algebra, Geometry, and Measurement

8. Using Math Language to Solve Problems

9. Mathematical Vocabulary and the Development of Early Mathematicians

10. The Next Steps to Teaching Number Sense

Index

Reviews

"With the adoption of the Common Core State Standards, this is the perfect resource! I’ve already begun using the strategies in the book with my fellow third grade teachers! The author describes how each standard should be taught, which makes this such a quick and immensely useful resource!"

Deborah Gordon, Third Grade Teacher
Madison School District, Phoenix, AZ

"This book reminds us of the need for rigorous and appropriate math education and then gives us the wherewithal to do such. It has great stores, wonderful examples, and will greatly help pre-service instruction as well as K-12 education. There absolutely needs to be more emphasis on math instruction in schools, and this book will lead the way!"

David Bateman, Professor of Special Education
Shippensburg University

"Witzel and Riccomini have demystified mathematics instruction! Building Number Sense is an evidence based, accessible manual on how to, why to, and what to teach in regards to the very foundation of mathematics understanding - number sense. Well written with effective examples and scenarios to illustrate key points, anyone interested in improving outcomes for children in mathematics should read this."

Annmarie Urso, Ph.D.
State University of New York at Geneseo

Other Titles in: Mathematics | At-Risk | Elementary Teaching Methods

Select Format:

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.