Teaching Number in the Classroom with 4-8 Year Olds - Wright, Robert J; Stanger, Garry; Stafford, Ann K.
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Revised and updated to a full colour, easy-to-navigate layout, and a companion website this new edition is part of the best-selling series that brings the principles and practice of the acclaimed Mathematics Recovery Programme to whole-class teaching.

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Produktbeschreibung
Revised and updated to a full colour, easy-to-navigate layout, and a companion website this new edition is part of the best-selling series that brings the principles and practice of the acclaimed Mathematics Recovery Programme to whole-class teaching.
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Autorenporträt
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 six books, and many articles and papers in this field. His work over the last 25 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, South Africa 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. Bob 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- to 10-year-olds.  
Rezensionen
'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