Math Recovery

In the Math Recovery Program, we have developed distinctive approaches to the assessment and teaching of mathematics. These approaches draw on extensive research focusing on young children's mathematics, and are readily applicable to classroom teaching with students of all ability levels. Math Recovery encompasses intensive professional development based upon constructivist theory and the research-proven stages and levels of children's mathematics understanding.

Math Recovery teachers work with first grade teachers screening and assessing to identify students at-risk for failure in mathematics. Typically, 4 students considered to be at-risk are selected to receive individualized instruction for 30 minutes per day, 4 to 5 days per week in teaching cycles of 10-15 weeks. As each student completes a teaching cycle, a new student commences the program. Math Recovery teaching tasks, settings, and strategies are not limited to one-on-one instruction; they can easily be adapted for whole class and small group instruction.

A comprehensive range of instructional activities that address what we regard as all of the important aspects of students' early arithmetical learning has been developed for use in the Math Recovery Program. Careful planning and reviewing of teaching sessions are emphasized, which ensures that the teacher is continually taking full account of the progress being made and adapting the teaching plan accordingly.

Assessment

The Math Recovery assessment procedure aims to comprehensively determine the arithmetical knowledge of students in the four- to eight-year-old range. This includes determining counting and other strategies used in additive or subtractive situations, facility with number words and number word sequences both forward and backward, and facility with identifying numerals. Also of interest are ascribing number to spatial arrays, ordering numbers, and knowledge of tens and ones. During assessment, a participant profile is created that will be utilized to determine the appropriate course of intervention for that child.

Teaching

Math Recovery teaching sessions emphasize on-going assessment through careful observation, hypothesizing about the student's current knowledge and strategies, and the selection of learning activities closely attuned to the student's knowledge. This keen observation is used to create an assessment profile for each student, which in turn forms the basis for the development of an individualized teaching framework, involving selection from an extensive range of instructional settings and teaching activities specifically developed for Math Recovery. Math Recovery teachers continually evaluate and endeavor to understand children's current strategies, and adjust settings and activities accordingly. Through the careful selection of activities that lead to a high likelihood of student success, participants continually undertake new learning activities which have the purpose of broadening and building on their existing knowledge, and are not likely to feel overwhelmed by a sense of failure.

Professional Development

The Math Recovery Program includes new and innovative approaches to teacher professional development. The initial phase of the course involves classes totalling 60 hours of instruction and covers a detailed introduction to the theory, techniques and assessment of the Math Recovery Program. To obtain a completion certificate, the candidate must successfully complete Math Recovery initial 60-hour training; attend and participate in all continuing contact sessions; complete a minimum of 100 hours of one-on-one, videotaped instruction; successfully complete and submit assessment and case study projects for review; and, obtain letter of recommendation from their Math Recovery Leader. Math Recovery teachers may opt to continue the training process and become Leaders, enabling them to mentor and pass on their Math Recovery knowledge to other teachers within their district.

Outcomes

Math Recovery teachers consistently report they have learned new ways to understand young children's mathematical thinking and new methods of teaching mathematics. The theory and techniques learned by the participating teachers are equally applicable to average or able learners as well as low-attainers. Classroom teachers in the participating schools report that they have more time to focus on average and able learners and thus students of all ability levels benefit directly from the program. Particularly gratifying is that students' participation in the Program typically is accompanied by dramatic improvements in self-esteem, classroom behavior and attitude to learning. Because of its success to date the Program is gaining increasingly strong support from parents, teachers, principals and senior administrators.