Math Tools, Grades 3-12: 64 Ways to Differentiate Instruction and Increase Student Engagement
Math Tools Grades 312 64 Ways to Differentiate Instruction and Increase Student Engagement Author:Harvey F. Silver, John R. Brunsting, Terry Walsh "A valuable resource to help teachers differentiate instruction according to student learning styles. The learning matrices provide a user-friendly reference tool for designing lessons." — Gwen Zimmermann, Director of Mathematics — Adlai E. Stevenson High School, Lincolnshire, IL"The authors have once again taken research and translated ... more »it into practical applications. This resource will enhance every math educators classroom and increase student learning."
Laura Palka, Principal
Edward Town Middle School, Sanborn, NY"A user-friendly instructional resource that makes differentiating mathematics instruction manageable for all educators."
Linda Kasal Fusco, Mathematics and Science Educational ConsultantDesign powerful math instruction that meets the needs of all students!Now there is a way to differentiate math instruction and engage all students, not just those who excel in mathematics. Authors Harvey F. Silver, John R. Brunsting, and Terry Walsh present a broad collection of tools for mathematics instruction that promotes active, in-depth learning and helps all students meet high standards. Organized around four distinct learning stylesmastery, understanding, self-expressive, and interpersonalthis invaluable resource:
Shows what the four learning styles look like in the mathematics classroom
Features 64 instructional tools and explains how to use them to support different types of learners
Offers guidelines for designing lessons, assessments, and units
Links the tools to the NCTM process standards
Provides numerous examples showing how to use the tools with any math curriculum
Math Tools, Grades 312 allows teachers and math specialists to pick and choose from classroom-tested tools and practical techniques to differentiate math instruction and help all students excel.« less