"This book also includes the instruments and practical guidance to administer the assessment and analyze the results."
Early Numeracy: Assessment for Teaching and Interventionby Robert J Wright, James Martland, Ann K Stafford
This book offers schools on assessment instrument to identify and deal with children who underachieve in early numeracy. It will enable teachers, trainers and numeracy consultants to learn a distinctive and comprehensive approach to assessment and teaching. Based on extensive long-term research, the authors' Mathematics Recovery Programme has been successfully applied by teachers in Australia (as Count Me In Too), the United Kingdom and the USA, in specialist interventions and in classroom settings. This book focuses on the Learning Framework in Number (LFIN) which guides the assessment and teaching. Other significant aspects covered include finger patterns, combining and partitioning small numbers, the role of spatial and temporal patterns and the use of base-five and base-ten strategies. This book includes the instruments and practical guidance to administer the assessment and analyse the results and shows teachers how to move children on to higher order strategies. Early Numeracy complements the National Numeracy Strategy and other national initiatives by providing a deeper, highly practical focus on the mathematical attainment and identified needs of young children.
- SAGE Publications
- Publication date:
- Product dimensions:
- 6.14(w) x 9.21(h) x (d)
Meet the Author
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 four books, and many articles and papers in this field. His work over the last 20 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 and elsewhere, this program has been implemented widely and applied extensively to classroom teaching and to average and able learners as well as low-attainers. He 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 8–10-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.
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