The Learning Framework in Number

The Learning Framework in Number

This latest book in the bestselling Mathematics Recovery® series gives mathematics educators a complete research-based framework for assessment, instruction and intervention in whole number arithmetic across grades K to 5.

Author: Robert J Wright

Publisher: SAGE Publications Limited

ISBN: 1526402769

Category: Education

Page: 184

View: 237

This latest book in the bestselling Mathematics Recovery® series gives mathematics educators a complete research-based framework for assessment, instruction and intervention in whole number arithmetic across grades K to 5. The integrated set of classroom tools includes: Nine carefully designed schedules of assessment tasks Nine models of learning progressions Ten teaching maps that guide the instructional progressions across key topics The book offers guidance on innovative video-based assessment, and an overview of principles of intervention instruction, giving you an integrated resource for supporting the children you teach. The Learning Framework in Number will be a useful guide for all primary and elementary school classroom teachers and assistants, and specialist teachers, including experienced Mathematics Recovery® instructors. The book will also be of significant interest to teacher educators and researchers.
Categories: Education

The Learning Framework in Number

The Learning Framework in Number

... progressions through teaching charts 108 settings 141–2 appendix intermediate number sequence 75, 77 jump strategy 19, 58, 60 layered progression 13 learning to assess 39 Learning Framework in Number (LFIN) 5–6 assessment kit 37, ...

Author: Robert J Wright

Publisher: SAGE

ISBN: 9781526415448

Category: Juvenile Nonfiction

Page: 184

View: 746

This latest book in the bestselling Mathematics Recovery series gives mathematics educators a complete research-based framework for assessment, instruction and intervention in whole number arithmetic over the first 5-6 years of school.
Categories: Juvenile Nonfiction

Teaching Number

Teaching Number

Second, we present a learning framework for number, that is, a framework that links closely to the assessment tasks and sets out children's learning pathways for teachers. An example of the framework in action can be seen when a young ...

Author: Robert J Wright

Publisher: SAGE

ISBN: 1446237575

Category: Education

Page: 264

View: 936

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.
Categories: Education

Count Me in Too

Count Me in Too

Author:

Publisher:

ISBN: 0731386159

Category: Mathematics

Page: 92

View: 485

Categories: Mathematics

Numeracy for All Learners

Numeracy for All Learners

Aspects of Early Numeracy (the predecessor of structuring number), and Early Multiplication and Division. Since the publication of that initial Learning Framework in Number in the first book in the Math Recovery series, ...

Author: Pamela D. Tabor

Publisher: SAGE

ISBN: 9781529752250

Category: Education

Page: 224

View: 104

Numeracy for All Learners is a wide-ranging overview of how Math Recovery® theory, pedagogy, and tools can be applied meaningfully to special education to support learners with a wide range of educational needs. It builds on the first six books in the Math Recovery series and presents knowledge, resources, and examples for teachers working with students with special needs from Pre-K through secondary school. Key topics include: dyscalculia, what contemporary neuroscience tells us about mathematical learning, and differentiating assessment and instruction effectively to meet the needs of all students in an equitable framework.
Categories: Education

Count Me in Too

Count Me in Too

Do teachers perceive that the Learning Framework In Number has impacted on teaching practices at the school, classroom and student levels? If so, how? If not, why, 4.

Author:

Publisher:

ISBN: 0731386566

Category:

Page: 68

View: 837

This study is concerned with teacher professional learning and the impact of this learning on teaching practices. Its focus is on teacher knowledge of the Learning Framework In Number [LFIN] from the Count Me In Too [CMIT] numeracy project operating in Department of Education & Training (DET) schools across New South Wales (NSWDET, 2007). In particular, the study addresses the following research questions : 1. What are teachersâ perceptions about the degree to which CMIT is being implemented at the school and classroom levels, 2. What are teachersâ perceptions about the extent of their knowledge of the Learning Framework In Number, 3. Do teachers perceive that the Learning Framework In Number has impacted on teaching practices at the school, classroom and student levels? If so, how? If not, why, 4. How confident do teachers feel about identifying childrenâs levels of mathematical development on the LFIN. and 5. To what extent is the CMIT planning matrix a useful tool for identifying the level of reported implementation of the program at the school and classroom levels. [Executive summary, ed].
Categories:

Teaching Early Numeracy to Children with Developmental Disabilities

Teaching Early Numeracy to Children with Developmental Disabilities

Category Developmental and key topic title stage Focus of key topic No. of teaching procedures C 7 2-digit Addition ... The revised framework is referred to as The Learning Framework in Number and its focus is the arithmetic typically ...

Author: Corinna F. Grindle

Publisher: SAGE

ISBN: 9781529738483

Category: Education

Page: 176

View: 578

This practical guide for teaching numeracy to children with a developmental disability is based on core concepts from the landmark Mathematics Recovery® text Teaching Number (aka ‘the green book’) that have been adapted for children with developmental disabilities. It sets out key principles of teaching and learning underpinning an evidence-based teaching approach and provides clear guidance on how educators can plan and implement a structured teaching program so that every child can be given a positive experience in learning numeracy and achieve significant outcomes, maximizing their potential. The book is supported by a comprehensive set of online resources for use in the classroom, including 90+ lesson plans carefully tailored to provide sequenced learning experiences for children and school students who may need them most.
Categories: Education

Early Numeracy

Early Numeracy

Number. Summary. This chapter describes the Learning Framework in Number (LFIN). The LFIN consists of 11, interrelated aspects of early number, which are organized into four parts. The Stages of Early Arithmetical Learning in Part A are ...

Author: Robert J Wright

Publisher: SAGE

ISBN: 9781446227145

Category: Education

Page: 224

View: 766

'Unlike many books 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 This text has been fully updated to include developments and refinements brought about by widespread international application of the assessment tools in the Mathematics Recovery Programme. The book will help practitioners to identify and provide detailed analyses of all children but especially those who are able and those who underachieve in early numeracy. It will enable teachers, learning support personnel, numeracy consultants and educational psychologists to advise colleagues and parents on children's number knowledge and strategies for early numeracy. The Mathematics Recovery Programme has been successfully applied in Australia, the United Kingdom and Ireland, the United States and Canada, both in specialist interventions and classroom settings. The revised version shows how familiarisation with, and understanding of, the diagnostic assessment tools has allowed teachers to become more knowledgeable in understanding children's difficulties and misconceptions, and more skilled and confident in planning programmes of intervention and monitoring the children's progress. This new edition includes: - Integrated frameworks of useful tasks for assessing children's number 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 in the four operations; - How the assessment process has impacted significantly on teachers' professional development and contributed to the raising of standards in early numeracy.
Categories: Education

Early Numeracy

Early Numeracy

This new edition includes: - Integrated frameworks of useful tasks for assessing children′s number knowledge and strategies; - Four separate and revised diagnostic assessment interviews; - Assessments for addition and subtraction ...

Author: Robert J Wright

Publisher: SAGE

ISBN: 9781446203958

Category: Education

Page: 224

View: 986

'Unlike many books 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 This text has been fully updated to include developments and refinements brought about by widespread international application of the assessment tools in the Mathematics Recovery Programme. The book will help practitioners to identify and provide detailed analyses of all children but especially those who are able and those who underachieve in early numeracy. It will enable teachers, learning support personnel, numeracy consultants and educational psychologists to advise colleagues and parents on children's number knowledge and strategies for early numeracy. The Mathematics Recovery Programme has been successfully applied in Australia, the United Kingdom and Ireland, the United States and Canada, both in specialist interventions and classroom settings. The revised version shows how familiarisation with, and understanding of, the diagnostic assessment tools has allowed teachers to become more knowledgeable in understanding children's difficulties and misconceptions, and more skilled and confident in planning programmes of intervention and monitoring the children's progress. This new edition includes: - Integrated frameworks of useful tasks for assessing children's number 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 in the four operations; - How the assessment process has impacted significantly on teachers' professional development and contributed to the raising of standards in early numeracy.
Categories: Education

Primary Mathematics

Primary Mathematics

The Count Me in Too (CMIT) Learning Framework in Number was initially developed by Wright (1994), and outlines how students move from using naïve strategies to adopting increasingly sophisticated strategies in order to solve number ...

Author: Penelope Serow

Publisher: Cambridge University Press

ISBN: 9781316600757

Category: Education

Page: 376

View: 512

This second edition encourages the integration of technology into a pedagogically sound learning sequence for primary mathematics.
Categories: Education