Bring the principles and practice of the acclaimed Mathematics Recovery Programme to whole-class teaching!
WHY INVEST IN THE NEW EDITION?
- In full-colour with a revised layout for clearer navigation
- More up-to-date tasks, activities and real classroom examples
- Learning trajectories for guiding instruction and tracking progress on key topics
- Extra resources online on the companion website
Part of the best-selling Maths Recovery series, this practical, step-by-step guide to classroom instruction takes an inquiry-based approach to assess children's knowledge and build on this to develop a firm foundation of understanding and confidence in mathematics. Topics covered range from beginning number and early counting strategies to multi-digit addition and subtraction right through to multiplication and division.
An invaluable resource for use on pre-service teacher training courses and for all primary classroom teachers and assistants, including experienced Mathematics Recovery instructors, as well as learning support personnel, primary mathematics advisors, numeracy consultants and educational psychologists.
WHAT EXTRAS ARE ON THE COMPANION WEBSITE?
- Downloadable extra chapter resources like print-out grids, worksheets, cards and much more
- A Facilitator's Guide that can be used either individually or in group study to help you get the most out of the material
- In-class video demonstrations to clearly show how the instructional activities in the book are used in the classroom
- Webinar discussing the key points in the book and how it supports your teaching
"Research informs practice in this easy to access resource. Each chapter gives educators practical, bite-sized assessments, linked to a host of activities that helps them target teaching and develop the firm foundations which are so vital for confident and competent mathematicians." - Jill Piotrowski, Numeracy Consultant, Wigan Local Authority, UK
"'The Classroom Instructional Framework in Early Number is research-based and provides a roadmap of not only the what, but the when and the how to teach all aspects of early number." - Vicki Nally, Mathematics Consultant at Catholic Education Office, Melbourne
"The structured approach offers a wealth of rich and easily implemented classroom-based activities that work - thousands of teachers in Ireland attest to this!" - Noreen O'Loughlin, Director Maths Recovery and Maths Education Lecturer, Mary Immaculate College, Limerick, Ireland
Industry Reviews
'The Classroom Instructional Framework in Early Number is research-based and provides a roadmap of not only the what, but the
when and the
how to teach all aspects of early number.
Understanding the learning trajectories in the Framework has transformed the way teachers are differentiating for the range of students' early number knowledge in the classroom. Teachers are able to plan activities that are appropriate to where each student is, with the knowledge of where they need to go next. Learning is personalised, targeted, sequential, connected and develops strategies and understandings for success in solving number problems.'
-- Vicki Nally
'Research informs practice in this easy to access resource. Each chapter gives educators practical, bite-sized assessments, linked to a host of activities that helps them target teaching and develop the firm foundations which are so vital for confident and competent mathematicians.'
-- Jill Piotrowski
'The new edition of
Teaching Number in the Classroom with 4-8 year olds will provide much-needed support to teachers in laying vital foundations in number knowledge and understanding. The structured approach offers a wealth of rich and easily implemented classroom-based activities that work - thousands of teachers in Ireland attest to this!
-- Noreen O'Loughlin
Teaching Number in the Classroom connects research with practice, containing assessment tasks and learning trajectories to guide the educator. The dimensions of Progressive Mathematization and Guiding Principles deliberately engender greater mathematical sophistication for the child and increase the practitioner's effectiveness. -- Carolyn Olijnek
