Readers Write: March 2009

Beauty is in the eyes of the beholder. I have been a long-time user of the Connected Mathematics Project materials and have literally worked every problem offered for all three grade levels so as to anticipate how the problem might play out in the classroom. My knowledge of mathematics and teaching has grown by leaps and bounds from solving each problem; from studying the teacher editions, in themselves a wealth of support; and by working with colleagues and students. I enter my classroom believing anything can happen if I let it. I have seen students at work on worthwhile mathematical tasks in my own classroom, as well as the classrooms of many others. My stories are many, my enthusiasm abounds, and my belief that every child can learn is steadfast.

Using Textbooks with Students Who Cannot Read Them

Too many students have difficulty comprehending information presented in the textbooks intended for their use. One reason for this is that textbooks are often organized so that the task of reading and thinking about them is made unduly difficult. Further, teacher editions offer little in the way of helping teachers improve the textbook's usability for students who struggle with reading. This article summarizes the existing literature on effective textbook instruction. The author then proposes how special educators and content instructors can combine their talents to compensate for poorly written books and maximize good books when teaching all their students, but particularly those students who do not learn in the expected ways.