American education has been in a period of peril for many years. Currently, American students fail to compete with other students internationally, particularly in the areas of math and science. Approximately half of the students entering community colleges in the United States must receive remedial assistance in mathematics.How many times have you heard people say that math was their worst subject? Or that they hated math? In Scaling the Math Achievement Ladder: Teachers Leading the Way to the Top, the authors present a clear method of instruction that enables every student to be successful in math, and at the same time, to truly enjoy the climb to the top. More importantly, the book emphasizes that the classroom teacher is the single most essential factor in the learning process.The authors have a combined teaching experience in mathematics that spans more than forty years, and have both worked extensively in curriculum development. Both have experience in training teachers and school administrators on a variety of instructional topics, including Cumulative Reinforcement of Concepts and Skills (CRCS), as created by the authors and reflected in this book.
American education has been in a period of peril for many years. Currently, American students fail to compete with other students internationally, particularly in the areas of math and science. Approximately half of the students entering community colleges in the United States must receive remedial assistance in mathematics.How many times have you heard people say that math was their worst subject? Or that they hated math? In Scaling the Math Achievement Ladder: Teachers Leading the Way to the Top, the authors present a clear method of instruction that enables every student to be successful in math, and at the same time, to truly enjoy the climb to the top. More importantly, the book emphasizes that the classroom teacher is the single most essential factor in the learning process.The authors have a combined teaching experience in mathematics that spans more than forty years, and have both worked extensively in curriculum development. Both have experience in training teachers and school administrators on a variety of instructional topics, including Cumulative Reinforcement of Concepts and Skills (CRCS), as created by the authors and reflected in this book.
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