This practical book draws on Ronit Bird’s teaching experience to create detailed strategies and teaching plans for students aged 9-16 who have difficulties with number. Activities and games are used to teach numeracy skills in these key areas: number components, bridging, multiplication, division and reasoning strategies.
New to this edition:
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An updated Part I, improving the clarity and flow of the teaching ideas, including a table mapping games against specific teaching points
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More activities and guidance for multiplication and division
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A new Part V, consolidating new and existing teaching games in one place
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4 new videos added to the online resources
This is an ideal resource for class teachers, SENCO (Special Educational Needs Co-ordinator) and maths subject leader, and is equally useful for teaching assistants and learning support assistants.
表中的内容
Part I: Stop Counting in Ones
Chapter 1: How to help pupils stop counting in ones
Part II: The Bridging Technique
Chapter 2: Pre-skills for learning the bridging technique
Chapter 3: Bridging through 10
Chapter 4: Bridging through multiples of 10
Part III: The Area Model of Multiplication and Division
Chapter 5: Pre-skills for the area model of multiplication and division
Chapter 6: The area model of multiplication and division
Chapter 7: Making the transition from the area model to standard written algorithms for short and long multiplication
Chapter 8: Making the transition from the area model to standard written algorithms for short and long division
Part IV: Reasoning Strategies
Chapter 9: Reasoning Strategies
Part V: Games Collection
关于作者
Ronit Bird is a teacher whose interest in pupils with specific learning difficulties began with a focus on dyslexia. She qualified as a teacher at London University and subsequently gained a further qualification as a specialist teacher of learners with Sp LD. While working with dyslexic pupils in a mainstream school, Ronit started to develop strategies and teaching activities to help support the learning of pupils who were experiencing difficulties in maths.Ronit has taught in both primary and secondary settings, and has worked as a SENCO in both the independent and state sectors. As part of the Harrow Dyscalculia Project in 2006–2010, Ronit ran training courses on dyscalculia for subject leaders, teachers and teaching assistants, later working in an advisory capacity with participating schools across the Harrow LEA.Ronit currently works as a teacher and continues to create and deliver professional development courses for teachers. Over the past few years Ronit has developed a growing interest in making demonstration videos for teachers and parents.
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