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Teaching Number: Advancing Children′s Skills and Strategies
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
a clearly defined purpose detailed instructions, activities, learning tasks and reinforcing games lists of responses which children may make application in whole class, small group and individualised settings a link to the Learning Framework in Number (see Early Numeracy- second edition, 2005) how the guiding principles for teaching can be used to allow teachers to evaluate and reflect upon their practicePrimary 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.
a clearly defined purpose detailed instructions, activities, learning tasks and reinforcing games lists of responses which children may make application in whole class, small group and individualised settings a link to the Learning Framework in Number (see Early Numeracy- second edition, 2005) how the guiding principles for teaching can be used to allow teachers to evaluate and reflect upon their practicePrimary 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.
266 pages, Kindle Edition
First published June 30, 2012
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About the author
Robert J. Wright
26 books1 followerLibrarian Note: There is more than one author in the Goodreads database with this name.
Dr. Robert Wright earned a Bachelor’s degree in Chemistry and Secondary Education in 1966 and began teaching high school science. A few years later in 1969 he earned a Masters degree in school counseling from West Chester University and begun working as a school counselor, first with high school students and later with middle school students. He completed a doctorate (Ph.D.) in Educational Psychology with specializations in child development and educational measurement from Temple University. As part of that degree he completed a clinical fellowship in rehabilitation counseling at Moss Hospital, part of the Albert Einstein Medical Center (Philadelphia). Following graduation he completed advanced studies in school psychology at Lehigh University.
Professor Wright has taught counseling and supervised counseling interns and has also taught educational measurement, and educational statistics & research for graduate students in counseling. He is a member of the American Counseling Association, the American School Counselor Association, the American Psychological Association (Division 17, counseling psychology), the Association for Counselor Education and Supervision, and the American Educational Research Association.
(source: http://www.sagepub.com/authorDetails....)
Dr. Robert Wright earned a Bachelor’s degree in Chemistry and Secondary Education in 1966 and began teaching high school science. A few years later in 1969 he earned a Masters degree in school counseling from West Chester University and begun working as a school counselor, first with high school students and later with middle school students. He completed a doctorate (Ph.D.) in Educational Psychology with specializations in child development and educational measurement from Temple University. As part of that degree he completed a clinical fellowship in rehabilitation counseling at Moss Hospital, part of the Albert Einstein Medical Center (Philadelphia). Following graduation he completed advanced studies in school psychology at Lehigh University.
Professor Wright has taught counseling and supervised counseling interns and has also taught educational measurement, and educational statistics & research for graduate students in counseling. He is a member of the American Counseling Association, the American School Counselor Association, the American Psychological Association (Division 17, counseling psychology), the Association for Counselor Education and Supervision, and the American Educational Research Association.
(source: http://www.sagepub.com/authorDetails....)
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