Paul J. Riccomini, Ph.D., began his career as a dual certified general education mathematics teacher of students with learning disabilities, emotional and behavioral disabilities, and gifted and talented students in Grades 7–12 in inclusive classrooms. His teaching experiences required strong content knowledge in mathematics and the development and maintenance of strong collaborative relationships with both general and special educators. He earned his doctorate in special education from Penn State and his master’s degree in education and Bachelor of Arts in mathematics at the Edinboro University of Pennsylvania.
His research focuses on effective instructional approaches, strategies, and assessments for students with dyscalculia, low achievers, and/or students with learning disabilities in mathematics. He has written several research and practitioner articles on effective strategies for teaching mathematics to struggle students and has coauthored three math intervention programs targeting fractions, integers, and algebraic equations. Additionally, he is a co-author of the bestselling Response to Intervention in Math (Corwin, 2010) and Developing Number Sense through the Common Core (Corwin, 2013).
Additionally, Dr. Riccomini provides high-quality professional development focused on effective mathematics instruction to school districts across the United States. As a former middle and high school general education and special education mathematics teacher, Dr. Riccomini knows firsthand the daily challenges and difficulties teachers experience when working with struggling students. Follow Dr. Riccomini on Twitter @pjr146.