Click on the following links. Please note these will open in a new window.

Article 1: Sileo, J. M., & van Garderen, D. (2010). Creating optimal opportunities to learn mathematics: Blending co-teaching structures with research-based practices. TEACHING Exceptional Children, 42(3), 14–21. doi:10.1177/004005991004200302

Learning Objective: What is problem solving, and how is it taught?

How does the article support the learning objective? This article will help students understand inclusive mathematics instruction by learning how to utilize research-based practices in co-taught settings.

Summary: This article provides an overview of co-teaching, the various structures it encompasses, and examples of effective strategies that can be applied in these models. Challenges are also identified and discussed as well as ways to support the needs of special and general educators in these settings.

Critical Thinking Questions:

1.  Which of the potential challenges raised by the authors do you feel is the most common for co-teachers? Why?

2.  How can differences in teaching philosophies between co-teachers be addressed during shared planning time?

Article 2: Faulkner, V. N., & Cain, C. (2009). The components of number sense: An instructional model for teachers. TEACHING Exceptional Children, 41(5), 24–30. doi:10.1177/004005990904100503

Learning Objective: What is early number development, and how is it taught?

How does the article support the learning objective? This article will help students understand early mathematics instruction by developing knowledge of the components of number sense and the skills they encompass.

Summary: This article provides an overview of number sense. The components of number sense are broken down into individual skill sets, and examples are given for each. Instructional techniques are also provided, along with a case study of one middle school math teacher’s experiences.

Critical Thinking Questions:

1.  How can the components of number sense be utilized to make connections to higher level mathematics concepts?

2.  What does the author mean when she states that number sense is “not a progressive model wherein once one wedge is taught it is then seen as review material”?