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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.
Table of Contents
|1||Children, Numeracy and Mathematics Recovery||12|
|2||The Learning Framework in Number||23|
|3||Mathematics Recovery Assessment||39|
|4||The Stages of Early Arithmetical Learning||63|
|5||Identifying the Stages of Early Arithmetical Learning||87|
|6||Preparing for the Assessment Interview||106|
|7||Coding and Analysing the Assessment Interview||123|
|8||Learning from Mathematics Recovery||134|
|9||Extending the Learning Framework to Multiplication and Division||154|
|Appendix 1||Reporting Outcomes from Mathematics Recovery and Count Me In Too||179|