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Early Numeracy

Assessment for Teaching and Intervention

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

This book helps teachers identify children's difficulties and misconceptions, and become more skilled and confident in planning programs for intervention and monitoring children's progress.

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Product Details

Grade Level: PreK-12
ISBN: 9781412910200
Published By: Sage UK
Series: Math Recovery
Year: 2006
Page Count: 224
Publication date: January 26, 2006

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Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.

Description

This best-selling text has been fully updated to include developments and refinements brought about by widespread international application of the assessment tools in the acclaimed Mathematics Recovery Program. This revised version of Early Numeracy: Assessment for Teaching and Intervention helps teachers identify children's difficulties and misconceptions, and become more skilled and confident in planning programs for intervention and monitoring children's progress.

This new edition includes:

Integrated frameworks of tasks for assessing children's knowledge and strategies
Four separate and revised diagnostic assessment interviews
Assessments for addition and subtraction strategies, base ten arithmetical strategies, early grouping strategies, and advanced grouping strategies

Author(s)

Robert J. Wright

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.

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.

Ann K. Stafford

Ann Stafford’s academic background includes graduate study at Southern Cross University, Australia, the University of Chicago, and Clemson University. She received a Master’s degree from Duke University and an undergraduate degree from the University of North Carolina at Greensboro. Her professional experience includes teaching and administrative roles in K-5 classrooms and supervision in the areas of mathematics, gifted, early childhood, and remedial as well as teaching and research positions at Clemson University. She has led in the writing and development of Early Childhood and Mathematics Curricula for the School District of Oconee County, South Carolina. Ann has received numerous professional awards and grants for outstanding contributions to the region and state for mathematics and leadership. She was the leader in the implementation and classroom applications of Mathematics Recovery in the USA and currently is an academic consultant.

Table of Contents

Children, Numeracy and Mathematics Recovery

The Learning Framework in Number

The LFIN and the Assessment Interview Schedule 1.1

The Stages of Early Arithmetical Learning (SEAL)

Identifying the Stages of Early Arithmetical Learning

Assessment Interview Schedule 1.2

Part C of the LFIN: Assessment Interview Schedules 2.1 and 2.2

Assessment Interview Schedules 3.1 and 3.2

Recording, Coding and Analyzing the Assessment Interview Schedules

Linking the Assessment to Teaching

Appendix 1: Assessment Interview Schedule 1.1

Appendix 2: Assessment Interview Schedule 1.2

Appendix 3: Assessment Interview Schedule 2.1

Appendix 4: Assessment Interview Schedule 2.2

Appendix 5: Assessment Interview Schedule 3.1

Appendix 6: Assessment Interview Schedule 3.2

Appendix 7: Learning Framework in Number

Appendix 8: Instructional Framework for Early Number

Appendix 9: Linking the Diagnostic Assessment Interviews to the

Learning Framework in Number

Appendix 10: Required Materials

Appendix 11: The Mathematics Recovery Coding Schedule

Glossary

Reviews

Unlike many book based on research work this book doesn't just let teachers know what is going wrong with children's learning it actually gives some practical advice about what to do next. The whole book is based upon extensive observation and recording of individual children and their difficulties with mathematics. These children are the most difficult to plan for in a busy classroom and the authors appreciate the small steps and the different learning styles approaches needed for these children. This approach fits well with the NNS wave and springboard materials but takes the analysis of the individual's difficulties to a more detailed level. The book brings together research carried out across a range of countries and therefore shows the versatility of the approaches taken. This will be a very useful book for trainee teachers as it exemplifies how to use assessment to feed into teaching. It will be helpful for class teachers and mathematics co-ordinators as well as SENCOs to assist in improving the teaching and learning for specific children in our schools'

- Mary Briggs, Primary and Early Years PGCE Co-ordinator, Institute of Education, University of Warwick

This is a highly practical resource that will be appreciated by classroom and specialist teachers alike. It will provide teachers new to the Math Recovery program with practical help and support to diagnose errors and misconceptions in early numeracy. Practicing Math Recovery Specialists will be thrilled with the addition of four new highly focused assessments and an elaboration of the Learning Framework in Number. Early Numeracy is admirably grounded in international research and well-established theory, characteristics that are much sought after in the current data driven educational environment. Like many others, I was drawn to Math Recovery after reading the first edition of Early Numeracy. This second edition is a treasure - it is exciting to consider the impact it will have on children and teachers, and to the growth of the Math Recovery program

- Audrey Murray, Lead Teacher, Midwest Math Recovery Training Center, Minneapolis

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Other Titles in: Mathematics | Early Childhood Education

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Related Resources

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