Teaching Number: Advancing Childrenâ ²s Skills and Strategies

Wright, Robert J; Martland, James; Stafford, Ann K; Stanger, Garry

ISBN 10: 0761970517 / ISBN 13: 9780761970514

Published by Paul Chapman Educational Publishing (edition 1), 2002

It's a preowned item in good condition and includes all the pages. It may have some general signs of wear and tear, such as markings, highlighting, slight damage to the cover, minimal wear to the binding, etc., but they will not affect the overall reading experience. Seller Inventory # 0761970517-11-1

Synopsis:

Teaching Number provides a structured approach to teaching early numeracy, which has been extensively developed through the Mathematics Recovery and Count Me In Too Projects in the United States, Australia, and the United Kingdom. Building on the assessment of children′s strategies addressed in their book Early Numeracy, the authors show how to advance children′s learning across five stages―emergent, perceptual, figurative, initial number, and facile number. Teaching procedures are organized into key teaching topics. Each key teaching topic includes:

• A clearly defined purpose
• Detailed teaching procedures and learning tasks
• Application to whole class, small group, and individual settings
• A link to the Learning Framework in Number

 

 

About the Authors:

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.

 

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.

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. 

Bibliographic Details

Title: Teaching Number: Advancing Childrenâ ²s ...
Publisher: Paul Chapman Educational Publishing (edition 1)
Publication Date: 2002
Binding: Paperback
Condition: Good
Edition: 1.