Comments on: Maths Recovery - a developmental approach http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/ "We learn from our experience.....if we reflect upon our experience" John Dewey Tue, 02 Dec 2008 04:48:30 +0000 http://wordpress.org/?v=2.5.1 By: Allie Galloway http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-11471 Allie Galloway Wed, 08 Oct 2008 10:19:27 +0000 http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-11471 Hi I'm in my first term at Strathclyde Uni and working through the first Module (Looking forward to meeting you in a couple of weeks, Jane) I am absolutely hooked already - the problem is I think of all the children I have met but didn't know hod to get to the route of the problem. We are training four teachers in Angus this session, but I'm sure it will be rolled out in the coming terms. Hi
I’m in my first term at Strathclyde Uni and working through the first Module (Looking forward to meeting you in a couple of weeks, Jane) I am absolutely hooked already - the problem is I think of all the children I have met but didn’t know hod to get to the route of the problem. We are training four teachers in Angus this session, but I’m sure it will be rolled out in the coming terms.

]]> By: Don Ledingham http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-8989 Don Ledingham Sun, 04 Nov 2007 19:15:23 +0000 http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-8989 Thanks Jane I'm learning. Don Thanks Jane

I’m learning.

Don

]]> By: Jane Craik http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-8988 Jane Craik Sun, 04 Nov 2007 19:13:32 +0000 http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-8988 Hi, delighted you have picked up the fantastic potential of Maths Recovery to our pupil's learning in maths. Dorothy's comment was an interesting one as it pinpointed a crucial aspect of Maths Recovery. The child who is being taught to put a number in their head and count on 'appears' to be counting on but in reality has no abstract concept of that number they still have it as part of a number sequence. It is only when a child moves on from this through the teaching and devlopment Mhairi describes that they can be judged to be truly counting on. If this aspect of a child's number development is not recognised then the child and the teacher will struggle to develop more complex strategies and many children go through their school lives still only being able to count by ones because the numbers they are using only make sense to them within a number sequence. Developing a part whole concept of numbers becomes a rote learning task and children struggle and so do teachers. Hi, delighted you have picked up the fantastic potential of Maths Recovery to our pupil’s learning in maths. Dorothy’s comment was an interesting one as it pinpointed a crucial aspect of Maths Recovery.

The child who is being taught to put a number in their head and count on ‘appears’ to be counting on but in reality has no abstract concept of that number they still have it as part of a number sequence. It is only when a child moves on from this through the teaching and devlopment Mhairi describes that they can be judged to be truly counting on. If this aspect of a child’s number development is not recognised then the child and the teacher will struggle to develop more complex strategies and many children go through their school lives still only being able to count by ones because the numbers they are using only make sense to them within a number sequence. Developing a part whole concept of numbers becomes a rote learning task and children struggle and so do teachers.

]]> By: Mhairi Stratton http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-8879 Mhairi Stratton Mon, 22 Oct 2007 18:16:16 +0000 http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-8879 Hadn't realised until it was pointed out to me today that I had referred to myself as Mrs Stratton. It is unlike me to be so formal. Mhairi will do fine! Hadn’t realised until it was pointed out to me today that I had referred to myself as Mrs Stratton. It is unlike me to be so formal. Mhairi will do fine!

]]> By: Dorothy Coe http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-8849 Dorothy Coe Thu, 18 Oct 2007 22:28:08 +0000 http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-8849 Thanks Mhairi. That's very useful. I'll follow it up after parents nights and PLPs next week. Thanks Mhairi. That’s very useful. I’ll follow it up after parents nights and PLPs next week.

]]> By: Don Ledingham http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-8844 Don Ledingham Wed, 17 Oct 2007 22:21:43 +0000 http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-8844 Thanks for this Mhairi. I hope I didn't misrepresent our conversation too much? Thanks for this Mhairi. I hope I didn’t misrepresent our conversation too much?

]]> By: Mrs Stratton http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-8843 Mrs Stratton Wed, 17 Oct 2007 22:04:20 +0000 http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-8843 The problem with teaching children to "put a number in your head" is that there is no underpinning understanding required. Although it may appear effective to begin with this can be problematic when children are presented with new problems. If they do not understand what they are doing they are not likely to relate this understanding to different settings. Screening allows children to understand counting-on strategies for themselves and therefore they are far more likely to apply/adapt this skill to different settings/problems. There are several Maths Recovery Books that go into this in detail but most are course books and difficult to read . A more reader-friendly book is "Teaching Number in the Classroom with 4-8 year olds" ISBN 1412907586. In East Lothian we are introducing MR Tracker which is basic training in Maths Recovery Techniques. This is a good starting point to understanding the potential of screening tasks. Training in Maths Recovery is highly recommended! The problem with teaching children to “put a number in your head” is that there is no underpinning understanding required. Although it may appear effective to begin with this can be problematic when children are presented with new problems. If they do not understand what they are doing they are not likely to relate this understanding to different settings. Screening allows children to understand counting-on strategies for themselves and therefore they are far more likely to apply/adapt this skill to different settings/problems.
There are several Maths Recovery Books that go into this in detail but most are course books and difficult to read . A more reader-friendly book is “Teaching Number in the Classroom with 4-8 year olds” ISBN 1412907586.
In East Lothian we are introducing MR Tracker which is basic training in Maths Recovery Techniques. This is a good starting point to understanding the potential of screening tasks. Training in Maths Recovery is highly recommended!

]]> By: Dorothy Coe http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-8841 Dorothy Coe Tue, 16 Oct 2007 22:16:38 +0000 http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-8841 Mhairi, Where can I find out more about the screening you talk about here? A colleague mentioned recently the "put the first number in your head" thing and I used it with great success with a couple of P4s. When they want to retrieve the number you can see their eyes going up to where they touched their heads when they "put it in", and sometimes their hand even goes up as well. It's very effective. But I didn't realise it was part of a more structured approach. Can you give me some refs please? Thanks Mhairi, Where can I find out more about the screening you talk about here? A colleague mentioned recently the “put the first number in your head” thing and I used it with great success with a couple of P4s. When they want to retrieve the number you can see their eyes going up to where they touched their heads when they “put it in”, and sometimes their hand even goes up as well. It’s very effective. But I didn’t realise it was part of a more structured approach. Can you give me some refs please?
Thanks

]]> By: Mhairi Stratton http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-8830 Mhairi Stratton Fri, 12 Oct 2007 12:35:15 +0000 http://edubuzz.org/blogs/donsblog/2007/10/12/maths-recovery-a-developmental-approach/#comment-8830 I would like to point out that in the example given screening is used instead of teaching the trick "put the number in your head". By screening the first amount the teacher can guide the child towards a count-on strategy based on real understanding (they learn in their own time that they don't need to count the first amount for themselves) and not by teaching a trick like "put the first number in your head." This of course is only one example of screening. Screening can be used in a variety of ways to guide children from the concrete to the abstract through understanding the reality of number. I would like to point out that in the example given screening is used instead of teaching the trick “put the number in your head”. By screening the first amount the teacher can guide the child towards a count-on strategy based on real understanding (they learn in their own time that they don’t need to count the first amount for themselves) and not by teaching a trick like “put the first number in your head.”
This of course is only one example of screening. Screening can be used in a variety of ways to guide children from the concrete to the abstract through understanding the reality of number.

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