Differentiating Math Instruction: Strategies That Work for K-8 Classrooms

With recommendations based on the 2008 National Mathematics Advisory Panel report, this updated resource provides classroom-ready strategies for differentiating math instruction.

"Bender presents a variety of ways to differentiate instruction and foster dynamic learning."

-Scott Currier, Mathematics Teacher Belmont High School, NH

"This is one of those rare opportunities when a teacher can read a book and become inspired to take ideas immediately back to the classroom."

-Amanda P. McKee, Math Instructor Florence #5 School District, Johnsonville, SC

Differentiate math instruction with practices that boost mastery for all students!

Experienced teachers understand and appreciate that all students learn and process information according to their individual styles, abilities, and preferences. William N. Bender provides teachers with a wealth of critical strategies and teaching ideas for differentiating instruction to leverage each learner's unique abilities and raise student achievement in math.

With updated information and recommendations based on the 2008 National Mathematics Advisory Panel report, this new edition of Differentiating Math Instruction includes research on the value of brain-compatible teaching and creative ways to get students visualizing, vocalizing, and moving during math to make instruction more meaningful, motivational, and successful. New and seasoned teachers alike will be able to quickly adapt the techniques to suit their specific classrooms, with key features including:

Strategies for use within a Response to Intervention framework

At-a-glance lists of "Top Ten Tactics" for successful implementation

"Web Site Reviews" that outline additional online resources

Concrete strategies to tap into multiple intelligences

Engage every student in a deep conceptual understanding of mathematics with this key resource aimed at revitalizing mathematics instruction in the elementary and middle school classroom.

William N. Bender began his career by teaching eighth- and ninth-grade students in the public schools. Since he has been in higher education, he has published over 60 research articles and eleven books in special education and education. He specializes in instructional strategies and disciplinary strategies for all students-particularly students with disabilities such as learning disabilities-emotional disturbance, and attention disorders in the general education classroom. Bender is recognized as a national leader on instructional tactics, as well as in distance education. His combination of practical strategies and easy humor leads to a demand for numerous workshops each year on various topics in education. He earned his PhD from the University of North Carolina in 1983.