Early Numeracy
Assessment for Teaching and Intervention
1st Edition
Published on 8. March 2000
Book
Paperback/Softback
208 pages
978-0-7619-6529-9 (ISBN)
Description
`The book would be particularly useful for anyone wanting to know more of MRP, and to maths co-ordinators/SEN teachers, trainers and numeracy consultants'- Primary Mathematics
`An ambitious book about an ambitious project. It offers a detailed description of some aspects of Mathematics Recovery' - Times Educational Supplement
This book offers schools an assessment instrument to identify and deal with children who under-achieve in early numeracy. It will enable teachers, trainers and numeracy consultants to learn a distinctive and comprehensive approach to assessing and teaching arithmetical strategies.
Based on extensive long-term research, the authors' Mathematics Recovery Programme has been successfully applied by teachers in Australia (as Count Me in Too), the United Kingdom and the United States, in specialist interventions and general classroom settings.
The book focuses on the Learning Framework in Number (LFIN) which guides the assessment and teaching. This consists of eleven key aspects of early number development, including: identifying the stages of early arithmetical learning; strategies for adding and subtracting; knowledge of number word sequences and numerals; ability to reason in terms of tens and ones; and developing strategies for multiplication and division.
Early Numeracy complements the National Numeracy Strategy and other international initiatives, by providing a deeper, highly practical focus on the mathematical attainment and identified needs of young children.
`An ambitious book about an ambitious project. It offers a detailed description of some aspects of Mathematics Recovery' - Times Educational Supplement
This book offers schools an assessment instrument to identify and deal with children who under-achieve in early numeracy. It will enable teachers, trainers and numeracy consultants to learn a distinctive and comprehensive approach to assessing and teaching arithmetical strategies.
Based on extensive long-term research, the authors' Mathematics Recovery Programme has been successfully applied by teachers in Australia (as Count Me in Too), the United Kingdom and the United States, in specialist interventions and general classroom settings.
The book focuses on the Learning Framework in Number (LFIN) which guides the assessment and teaching. This consists of eleven key aspects of early number development, including: identifying the stages of early arithmetical learning; strategies for adding and subtracting; knowledge of number word sequences and numerals; ability to reason in terms of tens and ones; and developing strategies for multiplication and division.
Early Numeracy complements the National Numeracy Strategy and other international initiatives, by providing a deeper, highly practical focus on the mathematical attainment and identified needs of young children.
Reviews / Votes
`The book would be particularly useful for anyone wanting to know more of MRP, and to maths co-ordinators/SEN teachers, trainers and numeracy consultants' - Primary Mathematics`An ambitious book about an ambitious project. It offers a detailed description of some aspects of Mathematics Recovery' - Times Educational Supplement "This book offers schools an assessment instrument to identify and deal with children who underachieve in early numeracy."
"This book also includes the instruments and practical guidance to administer the assessment and analyze the results." -- Journal for Research in Mathematics Education
More details
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
Sage Publications Ltd
Target group
College/higher education
Dimensions
Height: 234 mm
Width: 156 mm
Weight
322 gr
ISBN-13
978-0-7619-6529-9 (9780761965299)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Robert J. Wright | James Martland | Ann K. Stafford
Early Numeracy
Assessment for Teaching and Intervention
Book
01/2006
2nd Edition
SAGE Publications Inc
€74.60
Shipment within 10-20 days
Persons
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.
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.
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.
Content
Introduction
Children, Numeracy and Mathematics Recovery
The Learning Framework in Number
Mathematics Recovery Assessment
The Stages of Early Arithmetical Learning
Identifying the Stages of Early Arithmetical Learning
Preparing for the Assessment Interview
Coding and Analyzing the Assessment Interview
Learning from Mathematics Recovery
Extending the Learning Framework to Multiplication and Division
Children, Numeracy and Mathematics Recovery
The Learning Framework in Number
Mathematics Recovery Assessment
The Stages of Early Arithmetical Learning
Identifying the Stages of Early Arithmetical Learning
Preparing for the Assessment Interview
Coding and Analyzing the Assessment Interview
Learning from Mathematics Recovery
Extending the Learning Framework to Multiplication and Division