Mathematics Recovery (Phillips, Leonard, Horton, Wright, & Stafford, 2003; Wright, 2003; Wright, Martland, & Stafford, 2000; Wright, Martland, Stafford, & Stanger, 2002) was designed based on the theoretical framework of a number of prominent researchers (L. Steffe, von Glasersfeld, Richards, & Cobb, 1983; L. P. Steffe, Cobb, & von Glasersfeld, 1988). Because of the dynamic nature of the program, the latest research is continually incorporated into the theory and practice of Mathematics Recovery. Leaders and teachers are annually offered conferences so that they may keep abreast of the latest domestic and international research including the instructional implications of those findings. For example, in the last few years the design research coming from the Freudenthal Institute in The Netherlands (Gravemeijer, 1997; Van den Heuvel-Panhuizen, 2001) has greatly influenced the thinking of Math Recovery leaders and teachers in regards to two-digit addition and subtraction.

Independent researcher Holly MacLean (MacLean, 2003) evaluated the relative effectiveness of three different professional development models on low-achieving, urban first-graders. The first model consisted of a full Math Recovery implementation. The full implementation included intense one-on-one tutorial intervention provided to selected, low-achieving, Title 1 first-grade children as well as on-going professional development for classroom teachers provided by the on-site Math Recovery leader. This professional development took the form of presentations, joint planning sessions, model and team teaching. The second model involved those same Math Recovery leaders conducting on-going professional development in Math Recovery theory, strategies, and activities to classroom teachers from schools without an on-site, one-on-one tutorial component. These strategies and activities were adapted for use in the classroom setting. The third model involved schools in which classroom teachers received periodic, “one-shot” professional development and conference attendance. This professional development was provided by both in-district math leaders and by outside consultants and speakers. The teachers from this model were not exposed to any of the Math Recovery theory and methods.

MacLean found that the full Math Recovery implementation model significantly out-performed both the on-going professional development only model as well as the periodic, one-shot model. The school district is currently in the process of conducting a longitudinal study to follow those children as they take the state mandated assessments. MacLean’s findings replicate similar findings by other researchers (Phillips et al., 2003). Lois Williams (Williams, 2001) found that Mathematics Recovery significantly changes teacher practice in the classroom. Teachers participating in the Mathematics Recovery training became much more reform oriented in their teaching.

References

• Gravemeijer, K. P. E. (1997). Mediating between concrete and abstract. In T. Nunes & P. Bryant (Eds.), Learning and Teaching Mathematics: An International Perspective, (pp. 315–343). Hove, Sussex, United Kingdom: Lawrence Erlbaum.
• MacLean, H. E. (2003). The effects of early intervention on the mathematical achievement of low-performing first grade students. Unpublished Doctor of Education dissertation, University of Houston, Houston, TX.
• Phillips, V. J., Leonard, W. H., Horton, R. M., Wright, R. J., & Stafford, A. K. (2003). Can Math Recovery save children before they fail? Teaching Children Mathematics, 10(2), 107-111.
• Steffe, L., von Glasersfeld, E., Richards, J. J., & Cobb, P. (1983). Children's counting types: Philosophy, theory and application. New York: Praeger Publishers.
• Steffe, L. P., Cobb, P., & von Glasersfeld, E. (1988). Construction of Arithmetical Meanings and Strategies. New York: Springer-Verlag.
• Van den Heuvel-Panhuizen, M. (Ed.). (2001). Children learn mathematics: A learning-teaching trajectory with intermediate attainment targets. Utrecht, The Netherlands: Freudenthal Institute.
• Williams, L. A. G. (2001). The influences of participation in a Mathematics Recovery program on classroom practices. Unpublished Doctor of Education dissertation, University of Virginia, Charlottesville, VA.
• Wright, R. J. (2003). Mathematics Recovery: A program of intervention in early number. Australian Journal of Learning Disabilities, 8(4), 6-11.
• Wright, R. J., Martland, J., & Stafford, A. K. (2000). Early numeracy: Assessment for teaching and intervention. Thousand Oaks, CA: Sage Publications, Inc.
• Wright, R. J., Martland, J., Stafford, A. K., & Stanger, G. (2002). Teaching Number: Advancing children's skills and strategies. Thousand Oaks, CA: Sage Publications, Inc.