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Teaching Number in the Classroom with 4-8 Year Olds

Second Edition
By: Robert J. Wright, Garry Stanger, Ann K Stafford, James Martland

This practical guide 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.

Full description

Product Details

Grade Level: PreK-12
ISBN: 9781446282694
Published By: Sage UK
Series: Math Recovery
Year: 2014
Page Count: 256
Publication date: October 20, 2014

Price: $55

Select Format:

For Instructors

This book is not available as a review copy.

Description

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

Visit the companion website at https://study.sagepub.com/wrighttnc

"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

Author(s)

Robert J. Wright

Robert Wright earned a Bachelor’s degree in Chemistry from Kutztown University of Pennsylvania in 1966, and began teaching high school science. A few years later in 1969 he earned a Masters degree in school counseling from West Chester University and was employed as a public school counselor, first with high school students and later with middle school students. In 1974 he completed a doctorate (Ph.D.) in Educational Psychology with specializations in child & adolescent development and educational measurement from Temple University. As part of that degree he completed a clinical fellowship in rehabilitation counseling at Moss Hospital, part of the Albert Einstein Medical Center (Philadelphia). Following graduation he completed advanced studies in school psychology at Lehigh University. Professor Wright has taught counseling and supervised counseling interns and has also taught educational measurement, and educational statistics & research for graduate students in counseling. He is a member of the American Counseling Association, the American School Counselor Association, the American Psychological Association (Division 17, counseling psychology), the Association for Counselor Education and Supervision, and the American Educational Research Association. He is professionally licensed to practice in Pennsylvania. During his career Professor Wright chaired 114 doctoral dissertations, published and presented over 120 articles and paper presentations and has had four books published.

Garry Stanger

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 K Stafford

James Martland

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.

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

Reviews

'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.'

Vicki Nally
Mathematics Consultant at Catholic Education Office, Melbourne

'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 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!

Noreen O'Loughlin
Director Maths Recovery and Maths Education Lecturer, Mary Immaculate College, Limerick, Ireland

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.

Carolyn Olijnek
Chief Executive Officer, US Math Recovery Council

Other Titles in: Teacher Resources | Elementary Education | Elementary Maths

Select Format:

For Instructors

This book is not available as a review copy.

Related Resources

Access to companion resources is available with the purchase of this book.