KEY BENEFIT: Gives secondary classroom teachers, special education teachers, and teachers of mathematics in inclusion classrooms practical help for connecting what students already know about mathematics to what they need to know�while improving learning and recall.

KEY TOPICS: Instructional Activites, Lesson Plans, Mathematics and Young Children, Whole Numbers and Numeration, Fractions, Decimals, Measurements, Geometry, and Data Analysis and Probability

MARKET: Secondasry classroom teachers, special education teachers, and teachers of mathematics in inclusion classrooms

Informazioni sull?autore:

Benny F. Tucker earned his Ph.D. at the University of Illinois in 1975. He has taught mathematics in a variety of settings at every level, kindergarten through graduate school. Dr. Tucker has authored or co-authored more than 50 books on topics ranging from teaching methods for elementary school mathematics to the use of instructional activities in the mathematics classroom. In addition he has authored or co-authored more than 20 articles in professional journals and has made more than 30 presentations at professional conferences.

Ann Haltom Singleton is Associate Dean of the School of Education at Union University in Jackson Tennessee. Her research areas include leadership development and mathematics instruction, especially in inclusive settings. She has contributed to numerous articles, has made over 30 national presentations, and was recognized as the Union University 2003 Faculty of the Year. She earned her Ed.D in Special Education from the University of Memphis.

 

Terry L. Weaver honed his teaching skills in the Miami-Dade County School System. After receiving his Ph.D. in Special Education from George Peabody College for Teachers at Vanderbilt University, Dr. Weaver then shared his teaching skills at Carson-Newman College and Union University where he continues to teach. He has served as an item writer for and participated in the revalidation of the Praxis II Specialty Area Test in SE (Core Knowledge). He is a co-author of Teaching Mathematics to All Children, Designing and Adapting Instruction to Meet the Needs of Diverse Learners, has presented on differentiated instruction and assessment, universal design, inclusion, and adapting instruction for diverse learners, and recently lead the revision of a chapter on mathematics in Vaughn�s and Bos�s Strategies for Teaching Students with Learning and Behavior Problems.

Drs. Tucker, Singleton, and Weaver have published numerous articles on teaching mathematics.

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