Teaching Number: Advancing Children's Skills And Strategies (Math Recovery)

by Ann K Stafford (Contributor), Garry Stanger (Contributor), Garry Stanger (Author), Garry Stanger (Author), Garry Stanger (Contributor), Ann K Stafford (Contributor), Robert Wright (Author), Ann Stafford (Author), James Martland (Contributor), James Martland (Author)

• Used

  Paperback
  2006

  $3.36

  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, activities, 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.

• Used

  Paperback
  2002

  $3.36

  `As a classroom teacher, I found the stages and instructional strategies very helpful in identifying students' progress along mathematical development levels' - Teaching Children Mathematics

  `I have tried many of the suggestions and teaching procedures and seen short and long-term success, both with individuals and groups. It will be a valuable resource for the primary-school teacher, especially with older children who need accurate and specialised development. A sound approach to mathematics teaching could be developed from conscientious use of this resource' - Matthew Alcock, Primary Practice

  `This is a highly detailed and well-structured text to support the teaching of number skills at the primary phase with particular emphasis given to the 4-8 years age range. From the outset, the authors take great care to set out their credentials and the scope of their writing. It is clear that the guidance, teaching approach and activities offered in the book have been thoroughly tried and tested throughout the 1990s during research and development work with teachers in Australia, England and the USA in the Mathematics Recovery (MR) and Count Me In Too (CMIT) projects' - Mathematics in Schools

  This book provides a structured approach to the teaching of early numeracy, which has been extensively developed through the Mathematics Recovery and Count Me In Too Projects in Australia, the United Kingdom and the United States.

  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 - emergent, perceptual, figurative, initial number, and facile number. This provides for increasingly sophisticated number strategies. Teaching procedures are organised into key teaching topics, and each includes:

  - a clearly defined purpose

  - detailed teaching procedures and learning tasks

  - application in whole class, small group and individualised settings

  - a link to the Learning Framework in Number.

  The activities have been tested by practitioners in Australia, the United States and the United States and can be used within each country's numeracy strategy.

  This book will be useful to primary teachers, especially in the early years, mathematics co-ordinators, heads of school, mathematics advisers, learning support personnel, lecturers and educational psychologists.

  This book builds on the assessment of children's strategies set out in the authors' Early Numeracy (Paul Chapman Publishing 2000)

• New

  Paperback
  2006

  $30.02

  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, activities, 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.