Teaching Number in the Classroom with 4-8 Year Olds
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
- Hardback | 256 pages
- 186 x 232 x 19.05mm | 610g
- 18 Dec 2014
- Sage Publications Ltd
- London, United Kingdom
- 2nd Revised edition
Other books in this series
06 Dec 2011
11 Nov 2014
13 Oct 2016
14 Nov 2020
18 Dec 2014
14 Nov 2020
Table of contents
Approaching, Organizing and Designing Instruction
General Introduction to 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
-- Noreen O'Loughlin '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 '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
About Robert J Wright
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.