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Teaching Number in the Classroom with 4-8 Year Olds 2ed

by Robert J Wright, Garry Stanger, Ann Stafford Dillon and James Martland SAGE Publications Ltd
Pub Date:
Hbk 256 pages
AU$194.00 NZ$201.74
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Part of the best-selling series, this book brings the principles and practice of the acclaimed Mathematics Recovery Programme to whole-class teaching. Central to the text is the concept of an inquiry-based approach to classroom instruction, and topics covered range from beginning number and early counting strategies to multi-digit addition and subtraction right through to multiplication and division. As world leaders in the field of Mathematics Recovery, the authors have drawn on their vast experience to create a user-friendly, practical guide focusing on classroom teaching. With its step-by-step approach, the text can be used as a training manual and course reference by teachers everywhere. The structure and layout of the book have been significantly updated, along with revised case studies, activities, tasks and figures which reflect the latest developments. A new companion website includes a host of extended resources, including games expression cards and numeral track sheets to be used in the classroom. An invaluable resource for experienced mathematics recovery teachers, as well as all primary classroom teachers, from kindergarten level to Year Three, this text will also be of use to classroom assistants and learning support personnel. Primary mathematics advisors, numeracy consultants and educational psychologists will also find it helpful.

Part I
Approaching, Organizing and Designing Instruction
General Introduction to Part II
Part II
Number Words and Numerals
Early Counting and Addition
Structuring Numbers 1 to 10
Advanced Counting, Addition and Subtraction
Structuring Numbers 1 to 20
Two-Digit Addition and Subtraction: Jump Strategies
Two-Digit Addition and Subtraction: Split Strategies
Early Multiplication and Division

'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
Dr Robert J. (Bob) Wright holds Bacheloras and Masteras 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 childrenas early arithmetical knowledge and strategies, publishing four books, and many articles and papers in this field. His work over the last 20 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 and elsewhere, this program 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 early arithmetical learning of low-attaining 8a10-year-olds. Garry Stanger has had a wide-ranging involvement in primary, secondary and tertiary education in Australia. He has held positions of Head Teacher, Deputy Principal and Principal, and has been a Mathematics Consultant with the New South Wales Department of Education. He has also taught in schools in the USA. He has worked with Robert Wright on the Mathematics Recovery project since its inception in 1992 and has been involved in the development of the Count Me In Too early numeracy project. His last project before finally retiring was working with Jenny Bednall, Head of Junior School, Trinity South and the thirty teachers at the Trinity College schools in South Australia. Ann Staffordas academic background includes graduate study at Southern Cross University, Australia, the University of Chicago, and Clemson University. She received a Masteras 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. 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 childrenas difficulties in numeracy and designing and evaluating teaching interventions.