Teaching Number in the Classroom with 4-8 year olds

′Teaching Number in the Classroom translates years of research into a very understandable and comprehensive approach for teaching children how the number system is structured and how to think like a mathematician.′

Carol Meland
K-3rd grade Principal for the School District of Milton
Wisconsin, USA

Noreen O′Loughlin
Associate Vice-President/Lecturer in Maths Education
Mary Immaculate College, University of Limerick, Ireland

Following the success of Early Numeracy and Teaching Number, the authors now bring the principles and practice of their acclaimed Mathematics Recovery Programme to whole-class teaching.

Central to the book is the concept of an inquiry-based approach to classroom instruction. Topics covered range from beginning number and early counting strategies to multi-digit addition and subtraction right through to multiplication and division.

Features include:
- assessment tasks
- teaching activities
- real-life examples from classroom work
- guidance on classroom organization and teaching specific topics
- an accompanying CD with printable activities for classroom use.

This book is an invaluable resource for all primary classroom teachers, including experienced Mathematics Recovery teachers. It will be helpful for classroom assistants and learning support personnel, primary mathematics advisors, numeracy consultants and educational psychologists. It will also appeal to teacher educators and researchers with interests in mathematics in the primary years.

Robert J. Wright is Professor in Mathematics Education at Southern Cross University, Australia.

Garry Stanger teaches Masters courses in early numeracy at Southern Cross University, Australia.

Ann K. Stafford is a leader in the implementation of Math Recovery in the United States.

James Martland is a Senior Fellow in the Department of Education, University of Liverpool and Director of the Mathematics Recovery program (UK) Ltd.

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. 

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.