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Teaching Number

Advancing Children's Skills and Strategies

Second Edition
By: Robert J. Wright, Garry Stanger, Ann K Stafford, James Martland

The book helps teachers identify where their students are in terms of number skills, and sets out a strategy for developing their knowledge across five stages of early arithmetical learning.

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Product Details

Grade Level: PreK-12
ISBN: 9781412921855
Published By: Sage UK
Series: Math Recovery
Year: 2006
Page Count: 264
Publication date: September 26, 2006

Price: $60

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For Instructors

This book is not available as a review copy.

Description

The book lets teachers identify where their students are in terms of number skills, and sets out a strategy for developing their knowledge. The authors show how to advance children's learning across five stages of early arithmetical learning - emergent, perceptual, figurative, initial number, and facile number. This provides for increasingly sophisticated number strategies across addition, subtraction, multiplication and division, as well as developing children's number word and numeral knowledge, and their ability to structure number and have grouping strategies. The approach used nine guiding principles for teaching.

Each chapter has clearly defined teaching procedures which show how to take the children onto the next more sophisticated stage. The teaching procedures are organized into key teaching topics, and each includes:

o a clearly defined purpose

o detailed instructions, activites, learning tasks and reinforcing games

o lists of responses which children may make

o application in whole class, small group and individualised settings

o a link to the Learning Framework in Number (see Early Numeracy- second edition, 2005)

o how the guiding principles for teaching can be used to allow teachers to evaluate and reflect upon their practice

Primary practitioners in Australia, the United States, the United Kingdom and Canada have tested the teaching procedures which can be used in conjunction with each country's numeracy strategy.

Primary teachers, especially of the early years, mathematics co-ordinators, heads of school, mathematics advisers, special educationalists, learning support personnel, teacher assistants, lecturers in initial teacher training and educational psychologists will all find this book invaluable.

Author(s)

Robert J. Wright

Robert Wright earned a Bachelor’s degree in Chemistry from Kutztown University of Pennsylvania in 1966, and began teaching high school science. A few years later in 1969 he earned a Masters degree in school counseling from West Chester University and was employed as a public school counselor, first with high school students and later with middle school students. In 1974 he completed a doctorate (Ph.D.) in Educational Psychology with specializations in child & adolescent development and educational measurement from Temple University. As part of that degree he completed a clinical fellowship in rehabilitation counseling at Moss Hospital, part of the Albert Einstein Medical Center (Philadelphia). Following graduation he completed advanced studies in school psychology at Lehigh University. Professor Wright has taught counseling and supervised counseling interns and has also taught educational measurement, and educational statistics & research for graduate students in counseling. He is a member of the American Counseling Association, the American School Counselor Association, the American Psychological Association (Division 17, counseling psychology), the Association for Counselor Education and Supervision, and the American Educational Research Association. He is professionally licensed to practice in Pennsylvania. During his career Professor Wright chaired 114 doctoral dissertations, published and presented over 120 articles and paper presentations and has had four books published.

Garry Stanger

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.

Ann K Stafford

James Martland

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.

Other Titles in: Mathematics | Early Childhood Curriculum

Select Format:

For Instructors

This book is not available as a review copy.

Related Resources

Access to companion resources is available with the purchase of this book.