A mathematics recovery: Program of intervention in early number learning

Wright, Robert J.

doi:10.1080/19404150309546741

Cited by 27 publications

(16 citation statements)

References 10 publications

(8 reference statements)

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“…Data from Australian schools (Wright et al ., ; Wright, ), and from other parts of the world where the programme has been implemented, show positive results. In UK research, 210 low‐attaining students received individualised teaching for 20 half‐hour sessions, 3 or 4 times a week (Willey et al ., ).…”

Section: Maths Recovery: Description and Existing Evidencementioning

confidence: 95%

An individualised curriculum to teach numeracy skills to children with autism: programme description and pilot data

Tzanakaki¹,

Grindle²,

Saville³

et al. 2014

Support for Learning

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Teaching mathematics to children with autism is an area with limited research evidence. In this study we developed a teaching manual based on Maths Recovery, a numeracy programme designed for typically developing children. Six children with autism participated in the study and received daily numeracy teaching over a 20-week period. Our aims were to explore whether Maths Recovery can be used as a numeracy curriculum for children with autism and to evaluate the progress the children make after a period of intensive teaching. Using a pre-test post-test design we found that the adapted Maths Recovery numeracy curriculum was successfully incorporated within each child's individualised teaching programme, and that all six children improved their mathematical ability over the course of the intervention. Our data show promising results and support the rationale for larger evaluation studies.

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Section: Maths Recovery: Description and Existing Evidencementioning

confidence: 95%

An individualised curriculum to teach numeracy skills to children with autism: programme description and pilot data

Tzanakaki¹,

Grindle²,

Saville³

et al. 2014

Support for Learning

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“…The framework has since been used extensively with students of all levels of attainment, and has been used as a basis for classroom teaching, as well as for intensive intervention for low-attaining students. This intervention program--Mathematics Recovery (Wright, 2003;Wright, Martland, Stafford, & Stanger, 2002) has been used extensively by school systems in several countries including the United States and the UK. As well, Mathematics Recovery provided the basis for CMIT in several respects--the learning framework, the approach to interview-based assessment and teacher's use of video-taped interviews as learning tools.…”

Section: Key Features Of Cmit the Learning Framework In Numbermentioning

confidence: 99%

Supporting teachers in the development of young children’s mathematical thinking: Three large scale cases

et al. 2005

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“…Techniques include training programs for preschool children at risk of developing mathematical difficulties (Griffin et al, 1994; Van De Rijt and Van Luit, 1998; Arnold et al, 2002; Wright, 2003) as well as remedial programs for elementary school children (Van Luit and Naglieri, 1999; Dowker, 2001, 2003; Fuchs et al, 2006; Wilson et al, 2006a; Butterworth et al, 2011; Kucian et al, 2011; Lenhard et al, 2011). Programs designed for preschool children mostly focus on building basic-numerical skills, whereas elementary school trainings target a broader range of skills.…”

Section: Introductionmentioning

confidence: 99%

Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition

Käser¹,

Baschera²,

Kohn³

et al. 2013

Front. Psychol.

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This article presents the design and a first pilot evaluation of the computer-based training program Calcularis for children with developmental dyscalculia (DD) or difficulties in learning mathematics. The program has been designed according to insights on the typical and atypical development of mathematical abilities. The learning process is supported through multimodal cues, which encode different properties of numbers. To offer optimal learning conditions, a user model completes the program and allows flexible adaptation to a child's individual learning and knowledge profile. Thirty-two children with difficulties in learning mathematics completed the 6–12-weeks computer training. The children played the game for 20 min per day for 5 days a week. The training effects were evaluated using neuropsychological tests. Generally, children benefited significantly from the training regarding number representation and arithmetic operations. Furthermore, children liked to play with the program and reported that the training improved their mathematical abilities.

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A mathematics recovery: Program of intervention in early number learning

Cited by 27 publications

References 10 publications

An individualised curriculum to teach numeracy skills to children with autism: programme description and pilot data

An individualised curriculum to teach numeracy skills to children with autism: programme description and pilot data

Supporting teachers in the development of young children’s mathematical thinking: Three large scale cases

Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition

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