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
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
internationally 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.
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.
′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*
′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 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*
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*
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