Tiering and Scaffolding: Two Strategies for Providing Access to Important Mathematics

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  • 1 University of Wisconsin—Milwaukee, Manitowoc, WI 54220

Joe is a wonderful artist. He can visualize pictures in his mind and then draw them with great detail. He reads at grade level but seems frustrated by mathematics and is still working to develop fluency with whole-number computation. Chue loves mathematics. Numbers make sense to him, and the language barrier does not seem quite so overwhelming when mathematics class begins. Maria always follows directions and does her work quickly and quietly. She reads above grade level and easily understands patterns and relationships with numbers when new concepts are introduced in mathematics class.

Footnotes

Lori Williams is interested in helping teachers use high-level questioning to engage all students in cognitively demanding mathematics discussions.

Contributor Notes

Teaching Children Mathematics

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