Teaching Number: Advancing Children's Skills and Strategies / Edition 2

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Overview

The book presents nine guiding principles for advancing children's early number skills and offers clear strategies more advanced instruction in addition, subtraction, multiplication, and division .

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Product Details

  • ISBN-13: 9781412921855
  • Publisher: SAGE Publications
  • Publication date: 9/28/2006
  • Series: Math Recovery Series
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 264
  • Sales rank: 154,594
  • Product dimensions: 6.70 (w) x 9.40 (h) x 0.80 (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.

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.

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Table of Contents

Contributors
Acknowledgements
Preface
Introduction 1
1 Advancing Children's Strategies and Knowledge in Early Number 7
2 Individualized Teaching in Mathematics Recovery 30
3 Whole-Class Teaching 57
3a General Introduction to Chapters 4 to 8 77
4 Teaching the Emergent Child 83
5 Teaching the Perceptual Child 110
6 Teaching the Figurative Child 136
7 Teaching the Counting-On Child 173
8 Teaching the Facile Child 207
Bibliography 236
Index 239
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