RTI and Mathematics: Practical Tools for Teachers in K-8 Classrooms - Softcover

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Regina “Gina” Harwood Gresham, Ph.D., is an Educational Psychologist, Behavioral Specialist, and an Associate Professor in Mathematics Education at the University of Central Florida, Orlando. She is also a national mathematics consultant and is actively involved in presenting professional development workshops to improve mathematics achievement and implement RTI in the mathematics classrooms across the U.S.   A National Trainer/Speaker on RTI in Mathematics, Gina was recently featured in a national video on RTI in Mathematics with the Bureau of Education and Research. She has published numerous international/national research articles and has authored/co-authored five books on teaching middle school math and response to intervention in elementary school.   Dr. Gresham is a former public school teacher who has taught learners in high at-risk urban settings. Her current research, writing, and professional development interest areas include response to intervention in the mathematics classrooms; the psychology of mathematics, particularly mathematics anxiety; teacher self-efficacy; and learning style.   Gina Gresham was the recipient of her university’s Scholarship in Teaching and Learning Award, Excellence in Undergraduate Teaching Award, Teacher Recognition and Appreciation Award, and the Christa McAuliffe Teaching Award-Lockheed Martin/UCF K-8 Program Award. She received her undergraduate degree in education from Jacksonville State University; her Masters in Education, Educational Specialist from the University of Alabama, Tuscaloosa; and her Ph.D. with special emphasis in Education, Educational Psychology, Cognition and Instruction, and Neuro-physiology/Neuro-psychology from the University of Alabama where she was also a Graduate Fellow.   Dr. Mary Little is an Associate Professor in Exceptional Student Education at the University of Central Florida where she also serves as the Coordinator of Graduate Programs. She teaches traditional and on-line courses in mathematics, assessment, instruction, action research, and program evaluation at the graduate and undergraduate levels.   Dr. Little has received more than $15 million in external funding for research and development from federal, state, and private funding agencies including the Institute for Educational Sciences (IES) and the Office of Special Education Programs (OSEP). Currently she serves as the Principal Investigator for Building Bridges in Teacher Education, a federally-funded research and development project through OSEP designed to research, develop, and enhance the existing graduate programs at UCG with the goal of ensuring highly-qualified special education teachers in the content areas of mathematics and science and improving learning outcomes for secondary students, especially within diverse urban schools.   In the K-12 schools Mary has served as a secondary teacher, co-teacher, program coordinator, and principal. Her interests include evidence-based instructional practices, interventions, teacher efficacy, and student learning related to teacher learning. As a secondary mathematics teacher she was awarded “Teacher of the Year” by the Council for Learning Disabilities.

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This first-of-its-kind, practical, interactive, “how to” guide gives today’s busy educators hands-on help for understanding and effectively implementing the mathematics curriculum with the RTI model—and improving student conceptual learning in mathematics.

• Teachers, coaches, and others get ideas to use immediately in their classrooms aligned with both research-based practices and RTI mandates through illustrative vignettes and scenarios throughout the book.

• Access to the most current resources—including helpful websites—is provided in every chapter and in the appendix.

• Connections to daily activities, knowledge, and skills are enhanced through the many illustrations, graphics, and examples in each chapter showing how they related to teachers’ everyday responsibilities.

• Readers get specific action items and suggestions to use in their classrooms at the end of each chapter in the Teacher’s Corner features.

“This text is phenomenal.  It is reader friendly, so I can imagine the math department studying 1 chapter at a time and completing the activities to improve math instruction!”

-  Eunetra Simpson, Assistant Principal, Parker Intermediate, Houston, TX

“I found myself wanting to use this [book] to make my point in meeting and I’m using some of the information already to guide my decisions simple from reading it. I fully plan to participate in a book study using this text at the first opportunity.”

-  Constance Sauer, Math Intervention Teacher, Enemy Swim Day School, Waubay, SD

Regina “Gina” Harwood Gresham, Ph.D., is an Educational Psychologist, Behavioral Specialist, and an Associate Professor in Mathematics Education at the University of Central Florida, Orlando. She is also a national mathematics consultant and is actively involved in presenting professional development workshops to improve mathematics achievement and implement RTI in the mathematics classrooms across the U.S.

Dr. Mary Little is an Associate Professor in Exceptional Student Education at the University of Central Florida where she also serves as the Coordinator of Graduate Programs. She teaches traditional and on-line courses in mathematics, assessment, instruction, action research, and program evaluation at the graduate and undergraduate levels.