© noreen o’loughlin maths recovery training and implementation in the context of deis noreen...

© Noreen O’Loughlin

Maths RecoveryTraining and implementation in the context of DEIS

Noreen O’Loughlin National Coordinator, Maths Recovery



What are the origins of Maths Recovery?Initially developed in Australia the in 1990s as an

intervention programme

In NSW, from 1997 onward, adopted as a statewide, systemic programme for classroom teachers (Count me in too)

Widely used in Australia, New Zealand, England, Scotland, Wales, USA, Canada

An early number programme now focusing on:intensive interventionclassroom teaching


What is Maths Recovery?

It is the most elaborated body of pedagogicalcontent knowledge related to early number.


What is Maths Recovery?

Maths Recovery is strongly based on research from the following areas:

Children’s early numerical knowledge

Constructivism

Children’s Counting (Steffe)


What is Maths Recovery?There two pillars which form the basis

of Maths Recovery training are

Maths Recovery Assessment Maths Recovery Teaching


Mathematics Recovery Assessment

Maths Recovery Assessment is a form of dynamic assessment.

It is Not age-related Not curriculum-based No reading, no writing

It produces detailed, thorough, informative results which allows for immediate transfer to teaching.


Mathematics Recovery Assessment

Maths Recovery Assessment is interview-based and routinely videotaped.

It provides extensive and detailed information about a

child’s numerical knowledge information about a child’s most advanced

numerical strategy


Pedagogical tools in Maths Recovery

Assessment Schedules (see next slide)

Learning Framework in Number - to guide assessment

Instructional Framework in Early Number - to guide teaching

Specially developed instructional procedures and approaches


Assessment SchedulesAssessments 1.1 and 1.2 include tasks on Early arithmetical strategies Base-ten arithmetical strategies FNWS and NWA BNWS and NWB Numeral identificationAssessments 2.1 and 2.2 include tasks on Finger/spatial patterns, number relationshipsAssessments 3.1 and 3.2 include tasks on Early multiplication and division


Tasks in Assessment 1.1

1. Forward Number Word Sequence2. Number Word After3. Numeral Identification4. Numeral Recognition5. Backward Number Word Sequence6. Number Word Before7. Sequencing Numerals8. Additive Tasks9. Subtractive Tasks


Maths Recovery Teaching

Maths Recovery teaching is suitable for individuals small groups whole class instruction in-class application or a combination of some or all of these

Instruction is guided by:initial comprehensive assessmenton-going observational assessment


Maths Recovery Teaching

Focuses on (initially):

Facility with number sequences, forward and backward

Knowledge of numerals Sophistication of counting to solve problems Early topics for structuring numbers


Maths Recovery Training Training of one Learning Support/Resource

Teacher/SEN teacher per school as MR Specialist Teacher (8 days – no substitution provided)

4 sets of 2 days, approx a month apart Days 1, 2, 3, 4: Maths Recovery Assessment Days 5, 6, 7, 8: Maths Recovery Teaching

Seminar on Maths Recovery teaching ‘Teaching Number in the Classroom’ for relevant class teacher (1 day – with substitution)


Implementing Maths Recovery

Targeting first class usually

Identified by standardised test scores and/or class teacher

Identification of the lowest attainers

Administration of Maths Recovery assessment to potential Maths Recovery recipients

Decision on implementation of Maths Recovery teaching plan

Provision of a programme of intensive, individualised, group and/or whole class/in-class instruction



Maths Recovery teacher is normally expected to give Maths Recovery 2 hours per day

Intensive teaching of low-attaining pupils by Maths Recovery teachers for teaching cycles of 10-15 weeks (30 min daily, 4/5 days a week)



It involves

A holistic approach involving principals, classroom teachers, specialist Maths Recovery teachers and pupils

Agree programme for individuals/whole class which will be taught by class teacher and by specialist Maths Recovery teachers



Crucial factors critical to the effectiveness of the programme are

A whole-school focus on numeracy Ongoing professional development A supportive leadership team Structural changes designed to assist

implementation of the programme


Choosing a Teacher to train in Maths Recovery

Qualifications, Experience and Abilities

Teaching experience should normally include at least two years at the primary level

The ability to communicate and work with other teachers, parents, and other personnel involved in project

Organized and skilled at record keeping

Personal commitment to self-reflection and learning

Willingness to make a commitment to participate as a teacher in the Mathematics Recovery Programme.

© noreen o’loughlin maths recovery training and implementation in the context of deis noreen...

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