Request Inspection Copy

If you are an Academic or Teacher and wish to consider this book as a prescribed textbook for your course, you may be eligible for a complimentary inspection copy. Please complete this form, including information about your position, campus and course, before adding to cart.

* Required Fields

To complete your Inspection Copy Request you will need to click the Checkout button in the right margin and complete the checkout formalities. You can include Inspection Copies and purchased items in the same shopping cart, see our Inspection Copy terms for further information.

Any Questions? Please email our text Support Team on text@footprint.com.au

Submit

Email this to a friend

* ALL required Fields

Order Inspection Copy

An inspection copy has been added to your shopping cart

Developing Number Knowledge: Assessment, Teaching and Intervention with 7-11 year olds

by Robert J. Wright, David Ellemor-Collins and Pamela D. Tabor SAGE Publications Ltd
Pub Date:
11/2011
ISBN:
9780857020611
Format:
Pbk 312 pages
Price:
AU$67.00 NZ$71.30
Product Status: In Stock Now
add to your cart
Instructors
& Academics:
Available as eBook
AU$53.95 | NZ$62.17

Other Available Formats:

Following the great success of the earlier books, this fourth book in the Mathematics Recovery series equips teachers with detailed pedagogical knowledge and resources for teaching number to 7 to 11-year olds.

Drawing on extensive programs of research, curriculum development, and teacher development, the book offers a coherent, up-to-date approach emphasising computational fluency and the progressive development of students' mathematical sophistication. The book is organized in key domains of number instruction, including structuring numbers 1 to 20, knowledge of number words and numerals, conceptual place value, mental computation, written computation methods, fractions, and early algebraic reasoning.

Features include:
-fine-grained progressions of instruction within each domain;
-detailed descriptions of students' strategies and difficulties;
-assessment tasks with notes on students' responses;
-classroom-ready instructional activities;
-an accompanying CD with extensive instructional resources.

This book is designed for classroom and intervention teachers, special education teachers and classroom assistants. The book is an invaluable resource for mathematics advisors and coaches, learning support staff, numeracy consultants, curriculum developers, teacher educators and researchers.

The book contains a chapter on early algebraic reasoning and two chapters by Peter Gould on the learning an teaching of fractions.

AUDIENCE: Classroom and intervention teachers, special education teachers and classroom assistants; also mathematics advisors and coaches, learning support staff, numeracy consultants, curriculum developers, teacher educators and researchers

Contents: PART I: 1. Professional learning for quality instruction / 2. Instruction in arithmetic / PART II: 3. Number words and numerals / 4. Structuring numbers 1 to 20 / 5. Conceptual place value / 6. Addition and subtraction to 100 / 7. Multiplication and division / 8. Written computation / PART III: 9. Early algebraic reasoning / 10. Understanding fractions / 11. Connecting the teaching and learning of fractions / Glossary / Appendix: Instructional settings / References / Index

'This is the must-have resource our teachers have been waiting for! Developing Number Knowledge transforms an extensive body of research and field testing into a practical guide of assessments and instructional activities designed especially for older elementary students. As an instructional support teacher, I will use this guide when helping teachers plan developmentally appropriate lessons for their struggling students' - Jackie Amato, District Math Recovery Leader



'Essential reading for every teacher of mathematics in primary or early secondary education, 'Developing Number Knowledge' is a professional development tool with detailed assessment and instructional content for the classroom. It is for teachers working one-to-one, with small groups or whole classes who want their children to make sense of mathematics and become confident, successful mathematicians. With its foundations in research and extensive classroom practice, it will challenge the way you teach! Maths Recovery teachers will welcome this addition to their 'tool kit'' - Julia Sheridan


Chair Maths Recovery Council UK and Ireland, Maths Recovery Consultant

Robert J Wright - Southern Cross University, Australia

Dr Robert J. (Bob) Wright’s current position is adjunct professor in mathematics education at Southern Cross University in New South Wales. Bob is an internationally recognized leader in understanding and assessing children’s numerical knowledge and strategies, publishing many articles and papers in this field. His work in the last 20 years has included the development of the Mathematics Recovery Programme 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 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. He has conducted several research projects funded by the Australian Research Council including the most recent project focusing on assessment and intervention in the number learning of low-attaining 8—10-year-olds.

David Ellemor-Collins - Research Officer, Southern Cross University

David Ellemor-Collins has, for the past seven years worked as a researcher with an Australian Research Council-funded project focusing on assessment and intervention in the number learning of low-attaining 8- to 10-year-olds. David has worked as a mathematics teacher in primary schools, high schools, and universities. He has contributed curriculum development to school mathematics programs, provided professional development courses for schools, and published articles and papers for both researchers and practitioners in mathematics education.

Dr Pamela Tabor is a school-based elementary mathematics specialist and grant project manager with Harford County Public Schools, Harford County, Maryland. She has been a contracted researcher with several entities researching fidelity of program implementation, program evaluation, and professional development.