Teaching Number in the Classroom with 4-8 Year Olds: (Math Recovery)

Bring the principles and practice of the acclaimed Mathematics Recovery Programme to whole-class teaching! WHY INVEST IN THE NEW EDITION? In full-colour with a revised layout for clearer navigation More up-to-date tasks, activities and real classroom examples Learning trajectories for guiding instruction and tracking progress on key topics Extra resources online on the companion website Part of the best-selling Maths Recovery series, this practical, step-by-step guide to classroom instruction takes an inquiry-based approach to assess children′s knowledge and build on this to develop a firm foundation of understanding and confidence in mathematics. Topics covered range from beginning number and early counting strategies to multi-digit addition and subtraction right through to multiplication and division. An invaluable resource for use on pre-service teacher training courses and for all primary classroom teachers and assistants, including experienced Mathematics Recovery instructors, as well as learning support personnel, primary mathematics advisors, numeracy consultants and educational psychologists.  WHAT EXTRAS ARE ON THE COMPANION WEBSITE? Downloadable extra chapter resources like  print-out grids, worksheets, cards and much more A Facilitator’s Guide that can be used either individually or in group study to help you get the most out of the material In-class video demonstrations to clearly show how the instructional activities in the book are used in the classroom Webinar discussing the key points in the book and how it supports your teaching "Research informs practice in this easy to access resource. Each chapter gives educators  practical, bite-sized assessments, linked to a host of activities that helps them target teaching and develop the firm foundations which are so vital for confident and competent mathematicians." - Jill Piotrowski, Numeracy Consultant, Wigan Local Authority, UK "′The Classroom Instructional Framework in Early Number is research-based and provides a roadmap of not only the what, but the when and the how to teach all aspects of early number." - Vicki Nally, Mathematics Consultant at Catholic Education Office, Melbourne "The structured approach offers a wealth of rich and easily implemented classroom-based activities that work - thousands of teachers in Ireland attest to this!" - Noreen O′Loughlin, Director Maths Recovery and Maths Education Lecturer, Mary Immaculate College, Limerick, Ireland

Table of Contents:
Part I Approaching, Organizing and Designing Instruction General Introduction to Part II Part II Number Words and Numerals Early Counting and Addition Structuring Numbers 1 to 10 Advanced Counting, Addition and Subtraction Structuring Numbers 1 to 20 Two-Digit Addition and Subtraction: Jump Strategies Two-Digit Addition and Subtraction: Split Strategies Early Multiplication and Division

About the Author :
Dr Robert J. (Bob) Wright holds Bachelor’s and Master’s degrees in mathematics from the University of Queensland (Australia) and a doctoral degree in mathematics education from the University of Georgia. He is an adjunct professor in mathematics education at Southern Cross University in New South Wales. Bob is an inter­nationally recognized leader in assessment and instruction relating to children’s early arithmetical knowledge and strategies, publishing six books, and many articles and papers in this field. His work over the last 25 years has included the development of the Mathematics Recovery Program, which focuses on providing specialist training for teachers to advance the numeracy levels of young children assessed as low-attainers. In Australia and New Zealand, Ireland, the UK, the USA, Canada, Mexico, South Africa and elsewhere, this programme has been implemented widely, and applied extensively to classroom teaching and to average and able learners as well as low-attainers. Bob has conducted several research projects funded by the Australian Research Council including the most recent project focusing on assessment and intervention in the early arithmetical learning of low-attaining 8- to 10-year-olds.   Garry Stanger has had a wide-ranging involvement in primary, secondary and tertiary education in Australia. He has held positions of Head Teacher, Deputy Principal and Principal, and has been a Mathematics Consultant with the New South Wales Department of Education. He has also taught in schools in the USA. He has worked with Robert Wright on the Mathematics Recovery project since its inception in 1992 and has been involved in the development of the Count Me In Too early numeracy project. His last project before finally retiring was working with Jenny Bednall, Head of Junior School, Trinity South and the thirty teachers at the Trinity College schools in South Australia.  Ann Stafford’s academic background includes graduate study at Southern Cross University, Australia, the University of Chicago, and Clemson University. She received a Master’s degree from Duke University and an undergraduate degree from the University of North Carolina at Greensboro. Her professional experience includes teaching and administrative roles in K-5 classrooms and supervision in the areas of mathematics, gifted, early childhood, and remedial as well as teaching and research positions at Clemson University. She has led in the writing and development of Early Childhood and Mathematics Curricula for the School District of Oconee County, South Carolina. Ann has received numerous professional awards and grants for outstanding contributions to the region and state for mathematics and leadership. She was the leader in the implementation and classroom applications of Mathematics Recovery in the USA and currently is an academic consultant. Jim Martland is a member of the International Board of Mathematics Recovery and Founder of the Mathematics Recovery Council (UK and Ireland). He was a Senior Fellow in the Department of Education at the University of Liverpool. In his long career in education he has held headships in primary and middle schools and was Director of Primary Initial Teacher Training. In all the posts he continued to teach and pursue research in primary mathematics. His current work is with local education authorities in the UK and Canada, delivering professional development courses on assessing children’s difficulties in numeracy and designing and evaluating teaching interventions.

Review :
′The Classroom Instructional Framework in Early Number is research-based and provides a roadmap of not only the what, but the when and the how to teach all aspects of early number. Understanding the learning trajectories in the Framework has transformed the way teachers are differentiating for the range of students′ early number knowledge in the classroom. Teachers are able to plan activities that are appropriate to where each student is, with the knowledge of where they need to go next. Learning is personalised, targeted, sequential, connected and develops strategies and understandings for success in solving number problems.′ ′Research informs practice in this easy to access resource. Each chapter gives educators  practical, bite-sized assessments, linked to a host of activities that helps them target teaching and develop the firm foundations which are so vital for confident and competent mathematicians.′ ′The new edition of Teaching Number in the Classroom with 4-8 year olds will provide much-needed support to teachers in laying vital foundations in number knowledge and understanding. The structured approach offers a wealth of rich and easily implemented classroom-based activities that work - thousands of teachers in Ireland attest to this!     Teaching Number in the Classroom connects research with practice, containing assessment tasks and learning trajectories to guide the educator. The dimensions of Progressive Mathematization and Guiding Principles deliberately engender greater mathematical sophistication for the child and increase the practitioner’s effectiveness.