Math Recovery Framework

Math Recovery provides a robust intervention framework for teachers working with elementary students to help in the construction of numeracy skills through assessment which incorporates a strong analysis component and individualized teaching. Math Recovery strategies can be applied as an individual intervention or used within the context of the whole class.

Since the inception of the program in 1992, the need for Math Recovery programs has been continually reinforced through working with thousands of teachers and students. Research in Math Recovery has shown that about 25% of young students do very well in math and will always do so with most classroom programs, while 50% will do well in a good classroom program. The remaining 25%, the low-attainers, are likely to remain as such as they progress through the school years. A sound intervention program, providing these students with an extended period of success in number learning, has the potential to make a vast difference for many of these students by removing the effects of the experience of very early failure at learning, and in particular, failing at math learning.

The Math Recovery approach first determines the student’s current knowledge and strategies in detail. Subsequent lessons are planned according to the student's individual level of knowledge and understanding, and continually evaluated throughout the intervention period. Math Recovery teaching sessions are intended to be intensive for the student, and to continually operate at the cutting-edge of the student’s current knowledge. For the vast majority of Math Recovery students, focusing, thinking very hard and succeeding, are very positive experiences. Assessments that merely generate a score or a list of items that the student can’t answer are not sufficient and lack the depth of understanding of student strategies that Math Recovery provides the interventionist.

Math Recovery is internationally recognized as a highly successful program of intervention in early number learning. The program is used extensively by school systems in the United States, United Kingdom, Ireland and Australia. Two recent books, Teaching Number: Advancing Children's Skills and Strategies and Early Numeracy: Assessment for Teaching and Intervention provide much of the detail of this component of the program and a third book describing the implications for classroom instruction, Teaching Number in the Classroom with 4-8 year olds was published in 2005.

Specific Goals

Math Recovery focuses on K – 3 students and has special education applications. The primary participants in Math Recovery are first grade, at-risk students. The goal is to intervene as early as possible before these at-risk students are too far behind their peers. It involves intensive one-on-one teaching of these at-risk students that focuses on accelerating children’s mathematical learning over a 10 – 15 week period. Specific aims of the Math Recovery program are to:

• Identify students “at risk” by means of a structured and objective assessment system that allows educators to know exactly where students are in their mathematical development and apply early, short term intervention.
• Provide trained Math Recovery specialist teachers with the intervention and detailed instructional system that increases student performance in basic arithmetic skill through intensive, individualized instruction.
• Build student confidence as Math Recovery students work one-on-one with the trained Math Recovery Teacher and help students find success in mathematics and other curriculum areas.
• Offer comprehensive, sustainable and innovative staff development that ensures quality instruction by highly-trained Math Recovery teachers.
• Influence and inform curriculum development and school-wide mathematics programs, and ensure compatibility with all standards-based math programs.
• Apply a research-based approach to developing numeracy competenc that gives teachers extensive, current knowledge of assessment and teaching which is otherwise unavailable.

Distinctive Features

• The Mathematics Recovery Program has developed distinctive approaches to the assessment and teaching of mathematics.
• These approaches draw on extensive constructivist research focusing on young children's mathematics. The approaches are readily applicable to classroom teaching and to average and able students. Mathematics Recovery also includes new and distinctive approaches to teacher professional development.
• The assessment and teaching of individuals help teachers develop a deeper understanding of how young children think and reason mathematically.
• Math Recovery supports a range of programs that encompass one-on-one intervention and whole class initiatives

In-District Sustainability

One of the key goals of the Math Recovery Council is to support and develop in-district training resources to ensure the long term sustainability of the program in schools. Certified Teachers can go on to become Math Recovery Leaders.

Math Recovery Leader professional development prepares you to deliver training and on-going support and coaching to MR Teachers in your district. Leader training is a 12-month program and includes personal coaching and onsite support of your new Leader-in-Training’s first Teacher Training event so that they have an experienced mentor throughout their 12-month program.

Once an in-district Leader is in place, the only cost to the district is for a Teacher kit for each new teacher entering the 12-month Math Recovery Specialist course. Training a Leader is very cost-effective for the district as the cost per teacher kit is only $1000 for materials. Prospective new Math Recovery sites should consider their program implementation as a 3 – 4 year plan which then makes the costs much more manageable in the long term. Leaders can also be certified to deliver Add+Vantage Math and SNAP professional development programs.

Further Reading

Math Recovery is a research-based program. The foundation of this program is described in the research overview, and described in detail in the White Paper.