DedicationPrefaceAcknowledgments1. What If?2. What Do Good Readers and Mathematicians Look Like?3. What Does Understanding Look Like?4. How Do Students Apply Their Understanding of Numbers?5. How Do Teachers Connect Ideas to Practice?Resources
Leslie Minton is currently a mathematics consultant for Math Matters 2, Portland, Maine. She is currently providing individualized mathematics professional development to area schools and districts PK-8, as well as, teaching Math Methods courses at the University of Southern Maine. Previously, Leslie was a Project Director for the Maine Mathematics and Science Alliance, Augusta, Maine. She provided technical assistance to schools as well as designed a professional development course and diagnostic materials designed to support numeracy understanding. She is a fellow of the second cohort group of Governor's Academy for Science and Mathematics Educators. She has taught regular and special education for grades 4-12. Leslie receive her B.S. in elementary and special education from the University of Maine at Farmington and her M.Ed in curriculum, instruction and assessment from Walden University. Currently she is completing a M.Ed program, Educational Design and Media Technology, Full Sail University.
"Minton makes fascinating connections between reading and math. Strategies such as making connections, asking questions, determining importance, and inferring aid in decoding and comprehending both text and numbers." -- Curriculum Connections, Spring 2008 "Elementary-level teachers and college-level education collections will find a blend of real-world teaching examples with strategies and instructional approach designed to illustrate and build upon fundamental math concepts, helping students not only learn math but the logic behind it." -- California Bookwatch, October 2007 "It's about time! Teaching literacy has been researched, written about, and rewritten so that it can be taught using the most effective methods for optimal learning. Little of this has transpired for mathematics. This book is very unique in its contribution and premise." -- Deborah Gordon, Third-Grade Teacher "Makes an interesting and thought-provoking contribution to the field of mathematics instruction. Looking at math and literacy as closely aligned language structures creates a need to rethink the strategies used for math instruction." -- Catherine Hernandez, Second-Grade Teacher