Styles and Strategies for Teaching High School Mathematics: 21 Techniques for Differentiating Instruction and Assessment

This book offers effective, research-based strategies that can be mixed and matched to differentiate mathematics instruction for high school students through four different learning styles.

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Consulting Description

Edward J. Thomas is founder and president of Dimension 2000, a professional development organization that works with teachers of mathematics. He has over 30 years of experience as a mathematics teacher at the middle school, high school, district, and undergraduate levels. Edward has authored several articles and books on mathematics instruction and has developed a number of educational games for the mathematics classroom. He was the co-chair of the Northwest Georgia P-16 Council, an initiative designed to improve teacher quality and student achievement from pre-school through the undergraduate level. Edward is an experienced mathematics consultant who has conducted workshops for schools throughout the country. He has also presented at state, regional, and national conferences for the National Council of Teachers of Mathematics (NCTM), Georgia Council of Teachers of Mathematics (GCTM), Southern Regional Education Board (SREB), Georgia Association of Educational Leaders (GAEL), Georgia Middle School Association (GMSA), and the Association for Supervision and Curriculum Development (ASCD).

John Brunsting is a mathematics teacher, a staff development specialist, and an author. John serves schools as a teacher and coach as well as a mathematics consultant on practical, style-based tools and strategies. He is a coordinator for Illinois Advanced Placement Institutes and cofounder of Mathematics & Technology Institutes, teacher training organizations committed to the instructional excellence of teachers. Previously an AP Calculus Exam Committee member, John coauthored Preparing for the AP Calculus Examination (2006). In 2008, John coauthored the best-selling Math Tools, Grades 3-12: 64 Ways to Differentiate Instruction and Increase Student Engagement. He has presented at national and international conferences for the National Council of Teachers of Mathematics (NCTM), National Council of Supervisors of Mathematics (NCSM), the Association for Supervision and Curriculum Development (ASCD), the Japan Association for Supervision and Curriculum Development (JASCD), Teachers Teaching with Technology (T³), and the International Conference on Computers in Education (ICCE).

Pam L. Warrick is a professor in teacher education, an international and national speaker in mathematics education (NCTM, NCSM , SITE and T³). Pam has elementary, middle school, and high school teaching experience in Texas, Arkansas, Oklahoma, Illinois, Pennsylvania, and with the U.S. Department of Defense in Europe. Her awards include a 1990 State Presidential Excellence in Elementary Mathematics Award, 1991 State Presidential Excellence in Secondary Mathematics Award, and 1992 National Presidential Excellence in Secondary Mathematics Award. She is an author and researcher in the areas of mathematics education, parental involvement, and the effects of coaching on student achievement. She has been funded by NASA, NSF and No Child Left Behind grants to further the advancement of mathematics education for PK–12 students. She is one of the founding members of PDK International Chapter.