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Developing Number Knowledge

  • Title:Developing Number Knowledge: Assessment,Teaching and Intervention with 7-11 year olds
  • Author:Robert J Wright, David Ellemor-Collins, Pamela D Tabor
  • Publication Date:December 2011
  • Grade Level:2-6
  • ISBN:9780857020611
  • Publisher:Sage

Drawing on extensive programs of research, curriculum development, and teacher development, the book offers a coherent, up-to-date approach emphasizing 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.

  • 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.


Author Bio

Dr Robert J. (Bob) Wright holds Bachelor’s and Master’s 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 children’s 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 8–10-year-olds.

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.

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