The Learning Framework in Number

Author: Robert J Wright
Publisher: SAGE
ISBN: 1526415445
Format: PDF, Mobi
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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.

Count Me in Too

Author:
Publisher:
ISBN: 9780731386567
Format: PDF, ePub
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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].

Teaching Number

Author: Robert J Wright
Publisher: SAGE
ISBN: 9781446237571
Format: PDF, Mobi
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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.

Early Numeracy

Author: Robert J Wright
Publisher: SAGE
ISBN: 1446227146
Format: PDF, Kindle
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'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.

Wie kleine Kinder schlau werden

Author: John Caldwell Holt
Publisher:
ISBN: 9783407228550
Format: PDF, Mobi
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Ausgehend von der Beobachtung des kindlichen Spielens erläutert der Autor, wie Kinder denken und lernen.

Teaching And Learning Early Number

Author: Thompson, Ian
Publisher: McGraw-Hill Education (UK)
ISBN: 0335234119
Format: PDF, ePub, Mobi
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For all trainee and practising early years teachers and classroom assistants, this is an accessible guide to a wide range of research evidence about the teaching and learning of early number.

From the Laboratory to the Classroom

Author: Jared Cooney Horvath
Publisher: Routledge
ISBN: 1317271912
Format: PDF
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Over recent years the field of Science of Learning has increased dramatically. Unfortunately, despite claims that this work will greatly impact education, very little research makes it into teacher practice. Although the reasons for this are varied, a primary concern is the lack of a proper translation framework. From the Laboratory to the Classroom aims to consolidate information from many different research disciplines and correlate learning principles with known classroom practices in order to establish explanatory foundations for successful strategies that can be implemented into the classroom. It combines theoretical research with the diverse and dynamic classroom environment to deliver original, effective and specific teaching and learning strategies and address questions concerning what possible mechanisms are at play as people learn. Divided into five sections, chapters cover: A Framework for Organizing and Translating Science of Learning Research Motivation and Attention as Foundations for Student Learning Memory and Metamemory Considerations in the Instruction of Human Beings Science of Learning in Digital Learning Environments Educational Approaches for Students Experiencing Learning Difficulties and Developmental Characteristics of Gifted Children Brain, Behaviour and Classroom Practice Forging Research/Practice Relationships via Laboratory Schools This fascinating text gathers an international team of expert scientists, teachers, and administrators to present a coherent framework for the vital translation of laboratory research for educational practice. Applying the Science of Learning framework to a number of different educational domains, it will be an essential guide for any student or researcher in education, educational psychology, neuropsychology, educational technology and the emergent field of neuroeducation.