Publisher's Synopsis
"This book is a must-have for anyone working to remediate students struggling with math. It gets into the types of misconceptions students have and gives multiple ways to correct them."
-Donna Adkins, First-Grade Teacher
Perritt Primary School, Arkadelphia, AR
"The nuts-and-bolts approach to assessment and error analysis make this book a real tool for everyday use."
-Judith A. Filkins, K-8 Math Curriculum Coordinator
Lebanon School District, NH
A proven approach to mathematics teaching that adds up to student success!
When students make computational errors in mathematics, often the prescribed solution is more drilling. However, by combining error analysis with timely and specific intervention based on conceptual understanding, teachers can get to the cause of students′ errors, uncover underlying misconceptions, and help students understand and correct their mistakes. The targeted interventions for each error pattern promote teaching for conceptual understanding and are supported by documented academic research.
David B. Spangler, a school math consultant with more than 35 years of experience, provides a model that focuses on student error patterns in addition, subtraction, multiplication, and division. This book offers targeted instructional strategies based on the five NCTM process standards and includes four units, each containing:
- A diagnostic test in a multiple-choice format
- An item analysis table that correlates incorrect test responses with student error patterns
- A detailed section of supporting intervention activities to address specific types of errors
- Practice exercises for students, with answer keys
- Reflection questions for teachers to use in a professional development setting, workshop, or methods course
With supporting research, a section on "big ideas" in computation and problem solving, and student reproducibles for games and activities, Strategies for Teaching Whole Number Computation promotes a proactive and scaffolded approach to teaching mathematics in a meaningful way.
