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. David Ellemor-Collins is the senior mathematics teacher at Living School Academy, a progressive independent school in Lismore, Australia. David holds a Bachelor’s degree with honours in mathematics and philosophy from Harvard University, a Graduate Diploma in Education from the University of Melbourne, and a doctoral degree in mathematics education from Southern Cross University. He has been a mathematics teacher for over 25 years across primary schools, high schools and universities. Alongside teaching, David has been a researcher in mathematics education, collaborating with Dr. Bob Wright in a long-term program of research developing pedagogical tools for teaching number. As a specialist in arithmetic instruction, David publishes articles for both researchers and practitioners, designs curriculum materials, and provides professional development to teachers. He has co-authored three books in the Math Recovery series with Sage Publishing.

Math Recovery® assessment and instruction come together in this comprehensive and accessible resource.  Individuals new to the Math Recovery® series and those well versed in using existing resources will find the expanded models and pedagogical tools an empowering resource for teaching number concepts from kindergarten through grade 5.  Notably, the inclusion of teaching charts support educators in providing targeted and responsive instruction to all students.

• Chapter 1: The Learning Framework in NumberChapter 2: Approach to AssessmentChapter 3: Assessment SchedulesChapter 4: Models of Learning ProgressionsChapter 5: Approach to Intervention InstructionChapter 6: Teaching Charts

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. David Ellemor-Collins is the senior mathematics teacher at Living School Academy, a progressive independent school in Lismore, Australia. David holds a Bachelor’s degree with honours in mathematics and philosophy from Harvard University, a Graduate Diploma in Education from the University of Melbourne, and a doctoral degree in mathematics education from Southern Cross University. He has been a mathematics teacher for over 25 years across primary schools, high schools and universities. Alongside teaching, David has been a researcher in mathematics education, collaborating with Dr. Bob Wright in a long-term program of research developing pedagogical tools for teaching number. As a specialist in arithmetic instruction, David publishes articles for both researchers and practitioners, designs curriculum materials, and provides professional development to teachers. He has co-authored three books in the Math Recovery series with Sage Publishing.

Math Recovery® assessment and instruction come together in this comprehensive and accessible resource.  Individuals new to the Math Recovery® series and those well versed in using existing resources will find the expanded models and pedagogical tools an empowering resource for teaching number concepts from kindergarten through grade 5.  Notably, the inclusion of teaching charts support educators in providing targeted and responsive instruction to all students.

• Chapter 1: The Learning Framework in NumberChapter 2: Approach to AssessmentChapter 3: Assessment SchedulesChapter 4: Models of Learning ProgressionsChapter 5: Approach to Intervention InstructionChapter 6: Teaching Charts

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. David Ellemor-Collins is the senior mathematics teacher at Living School Academy, a progressive independent school in Lismore, Australia. David holds a Bachelor’s degree with honours in mathematics and philosophy from Harvard University, a Graduate Diploma in Education from the University of Melbourne, and a doctoral degree in mathematics education from Southern Cross University. He has been a mathematics teacher for over 25 years across primary schools, high schools and universities. Alongside teaching, David has been a researcher in mathematics education, collaborating with Dr. Bob Wright in a long-term program of research developing pedagogical tools for teaching number. As a specialist in arithmetic instruction, David publishes articles for both researchers and practitioners, designs curriculum materials, and provides professional development to teachers. He has co-authored three books in the Math Recovery series with Sage Publishing.

Math Recovery® assessment and instruction come together in this comprehensive and accessible resource.  Individuals new to the Math Recovery® series and those well versed in using existing resources will find the expanded models and pedagogical tools an empowering resource for teaching number concepts from kindergarten through grade 5.  Notably, the inclusion of teaching charts support educators in providing targeted and responsive instruction to all students.

• Chapter 1: The Learning Framework in NumberChapter 2: Approach to AssessmentChapter 3: Assessment SchedulesChapter 4: Models of Learning ProgressionsChapter 5: Approach to Intervention InstructionChapter 6: Teaching Charts