Category: differentiation
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13 thoughts on math teaching and intervention as we enter the 2021 school year
I have trying to write this post all summer. Each time I try, I want it to be more focused. Yet each time I revisit this idea I feel there are more things to add! So here we are, with the cumbersome number of 13 thoughts on math teaching as…
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Intervention in Participation
On Saturday, 11/5/16 I did a presentation at PME-NA in Tucson about a research review I recently did on increasing the participation of students with LD in mathematical problem solving and discussion. The basic idea is this: why is intervention in mathematics always focused on content. Could we also design intervention in…
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Getting real about the challenges of differentiation
I thoroughly enjoyed reading this post by Anna Blinstein (@ablinstein) about a challenging class she is teaching. I love a post that begins with a real challenge, a problem that needs to be solved. She writes about a high school class that includes multiple grades, skill levels, and previous experiences with…
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Counting Collections and Inclusion
I love Counting Collections. As a classroom teacher, I would always have my students count everything in the classroom, differentiating based on what number set they needed. We would work on representing numbers, and we would use charts to represent groups of ten, pushing understanding of place value. We didn’t…
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Our Kids Are Not Swiss Cheese!
This blog post was co-written by Andrew Gael and myself, and available on both our blogs. A couple of years ago, Andrew Gael and myself were talking about how students in special education are conceptualized. We were sick of hearing about the “gaps” and the “holes” in our student’s learning.…
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Designing intervention on the landscape of learning
In 1999, I was working as a special educator in an inclusive elementary school. My ideas about mathematics instruction were old-fashioned. A few of my fifth-grade students had particular difficulties in multiplication, and it was hard to see what they could do—I was so focused on what they couldn’t do. …
mathematizing4all 