Math achievement takes more than effort—it requires aligning instruction with how students acquire, build, retain, and apply knowledge. Drawing on cutting-edge research, this timely book shows educators how to leverage research-validated practices and approaches to make math more accessible and meaningful to all K–12 learners. The authors explain the principles of explicit instruction and delve into specific strategies for teaching math language and representations, fluency, word-problem solving, and other key areas. Designed for utility, chapters include lesson planning guidance, clear steps to follow, instructional dos and don'ts, and “math-tivities” that help teachers build and apply new skills.

“Witzel and Powell have produced a timely and essential text that brings much-needed clarity to mathematics instruction. Grounded in decades of learning science and framed through cognitive stages of learning, this book provides a coherent, highly practical roadmap for designing instruction that leads to improved student learning. This book is an excellent fit for preservice teacher preparation courses, graduate coursework, and district-based professional learning. Its strength lies in its usability. Educators not only are introduced to what works, but also are shown how to implement the practices effectively across grade levels and mathematical domains.”

—Paul J. Riccomini, PhD, Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University

“This is the book I wish I had read as a new teacher—and the one I wish I had written as a veteran! It provides actionable, research-based items that will benefit all math educators, no matter their experience or grade level. A 'must read' for all who pursue lifelong learning to improve their teaching and provide better outcomes for their students.”

—Jared Lee Campbell, MEd, Statewide Lead, Mathematics Initiative, Pennsylvania Training and Technical Assistance Network

About the Authors

Bradley S. Witzel, PhD, is the Adelaide Worth Daniels Distinguished Professor of Education at Western Carolina University. Previously, he served as Distinguished Professor at Winthrop University. Prior to his academic career, Dr. Witzel was an award-winning teacher, teaching mainly math and science to high-achieving students with learning disabilities and difficulties. His work as a teacher carries through to his research, where he develops and tests mathematics interventions. Dr. Witzel has authored several books and numerous research and practitioner articles, as well as specialized manuals and multimedia works. He partners with schools and districts on matters of student learning and presents his work nationally and internationally. Dr. Witzel has served as an author/panelist for the Institute of Education Sciences RTI Math Practice Guide, an author/presenter for the Kansas Math Project, and an invited reviewer for the Final Report of the National Mathematics Advisory Panel.

All titles by Bradley S. Witzel

Sarah R. Powell, PhD, is Professor in the College of Education at The University of Texas at Austin. Dr. Powell started her career as a kindergarten teacher in Tennessee, and then she accidentally found her way into the world of school-based research. Currently, Dr. Powell works on several school-based research projects related to word-problem solving, mathematics vocabulary, fraction intervention, and data-based decision making. A recipient of the Presidential Early Career Award for Scientists and Engineers, she has authored over 125 journal articles related to mathematics instruction and intervention. Dr. Powell teaches undergraduate- and graduate-level mathematics methods courses, mentors doctoral students, and works with teachers nationally and internationally on the use of research-validated practices for students who experience mathematics differently. She served as an author/presenter for the Kansas Math Project.

Audience

Classroom teachers and special educators working with students ages 5–17 (grades K–12); math specialists and tutors; school administrators; school psychologists; teacher educators and students.

Course Use

May serve as a supplemental text in advanced undergraduate- and graduate-level courses.