Teaching Number : Advancing Children's Skills and Strategies
Each chapter has clearly defined teaching procedures which show how to take the children onto the next more sophisticated stage. The teaching procedures are organized into key teaching topics, and each includes:
a clearly defined purpose
detailed instructions, activities, learning tasks and reinforcing games
lists of responses which children may make
application in whole class, small group and individualised settings
a link to the Learning Framework in Number (see Early Numeracy- second edition, 2005)
how the guiding principles for teaching can be used to allow teachers to evaluate and reflect upon their practice
Primary practitioners in Australia, the United States, the United Kingdom and Canada have tested the teaching procedures which can be used in conjunction with each country's numeracy strategy.
Primary teachers, especially of the early years, mathematics co-ordinators, heads of school, mathematics advisers, special educationalists, learning support personnel, teacher assistants, lecturers in initial teacher training and educational psychologists will all find this book invaluable.
- Paperback | 264 pages
- 170 x 242 x 17.78mm | 500g
- 26 Sep 2006
- SAGE Publications Inc
- Thousand Oaks, United States
- 2nd Revised edition
Other books in this series
06 Dec 2011
11 Nov 2014
13 Oct 2016
17 Oct 2014
17 Apr 2019
01 Nov 2016
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.
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.