On Track to Numeracy

Lucinda "Petey" MacCarty has been a part of Math Recovery (R) since 1997. Lucinda is a Director for the US Math Recovery Council (R), a non-profit organization whose mission includes transforming numeracy education. She holds a Master's degree in Curriculum and Instruction and has co-authored a number of mathematics professional development programs, including Math Recovery (R) Intervention Specialist, Strength in Number, and Add+VantageMR (R). Lucinda has contributed to several of the Math Recovery (R) series of books, including Teaching Number in the Classroom with 4-8 Year Olds. She has an extensive background working with historically underserved groups. Leading systemic partnerships and developing mathematics leaders who support and sustain mathematics education in their schools has been both a passion and a success. Lucinda and her husband, Kurt Kinsey, reside in Florida, USA, where they enjoy hosting friends and family. Kurt Kinsey has spent the majority of his career working together with teachers, teacher leaders, schools, and school systems to improve the mathematics educational experience for students. With a BS and MEd in mathematics education, his teaching background includes secondary mathematics, mathematics intervention at the early and middle level, and teacher in-service and graduate-level coursework. Kurt is a founding member of the US Math Recovery Council (R) (USMRC). He has served on the USMRC Board of Directors and has worked with the organization in various capacities, including, most recently, as a Content Specialist. He co-authored the Add+VantageMR (R) and Strength in Number professional development programs and was a contributing author for the Math Recovery (R) Intervention Specialist and Math Recovery (R) Leadership courses. Kurt has also contributed to several of the Math Recovery (R) series of books including Teaching Number in the Classroom with 4-8 Year Olds. He currently makes his home in Florida, USA. David Ellemor-Collins is the senior mathematics teacher at Living School Academy, a progressive independent school in Lismore, Australia. David holds a Bachelor's degree with honours in mathematics and philosophy from Harvard University, a Graduate Diploma in Education from the University of Melbourne, and a doctoral degree in mathematics education from Southern Cross University. He has been a mathematics teacher for over 25 years across primary schools, high schools and universities. Alongside teaching, David has been a researcher in mathematics education, collaborating with Dr. Bob Wright in a long-term program of research developing pedagogical tools for teaching number. As a specialist in arithmetic instruction, David publishes articles for both researchers and practitioners, designs curriculum materials, and provides professional development to teachers. He has co-authored three books in the Math Recovery series with Sage Publishing. 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 inter-nationally 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.