1. Maths Recovery Training and implementation in the context of DEIS
Noreen O’Loughlin
National Coordinator, Maths Recovery
© Noreen O’Loughlin
Maths Recovery training is being made available to all Urban Band 1 and Urban Band 2 schools through the Department of Education & Science’s DEIS initiative. For participating schools, the target class is first class. Where a school is a senior school, then second or third class, as appropriate, may be used.
© Noreen O’Loughlin

2. What are the origins of Maths Recovery?
Initially developed in Australia the in 1990s as an intervention programme
In NSW, from 1997 onward, adopted as a statewide, systemic programme for classroom teachers (Count me in too)
Widely used in Australia, New Zealand, England, Scotland, Wales, USA, Canada
An early number programme now focusing on:
intensive intervention
classroom teaching
Maths Recovery originally began its life as purely an intervention programme in Australia. It is a research-based, evolving programme and now has applications in individual one-to-one settings, small groups, whole class and in-class settings. It is not the Maths version of Reading Recovery. There are some parallels but Maths Recovery stands as a separate programme.
© Noreen O’Loughlin

3. What is Maths Recovery? It is the most elaborated body of pedagogical
content knowledge related to early number.
© Noreen O’Loughlin

4. What is Maths Recovery?
Maths Recovery is strongly based on research from the following areas:
Children’s early numerical knowledge
Constructivism
Children’s Counting (Steffe)
Maths Recovery draws on research from these three areas particularly the work of Aubrey (1993), Steffe et al. (1983), Wright, (1991; 1994) and Young-Loveridge (1989; 1991)
© Noreen O’Loughlin

5. What is Maths Recovery?
There two pillars which form the basis of Maths Recovery training are
Maths Recovery Assessment
Maths Recovery Teaching
Maths Recovery training gives four days to familiarisation with the assessment and four days to looking at Maths Recovery teaching principles, planning and approaches.
© Noreen O’Loughlin

6. Mathematics Recovery Assessment
Maths Recovery Assessment is a form of dynamic assessment.
It is
Not age-related
Not curriculum-based
No reading, no writing
It produces detailed, thorough, informative results which allows for immediate transfer to teaching.
Maths Recovery assessment uses a video-taped interview with the individual pupils. The assessment can be used with pupils of any age, provided that the teacher considers that relevant information can be gleaned from the assessment tasks involved which will guide the teaching. The focus of the assessment is entirely on number knowledge and structure and on determining strategies pupils use to solve additive and subtractive tasks.
© Noreen O’Loughlin

7. Mathematics Recovery Assessment
Maths Recovery Assessment is interview-based and routinely videotaped.
It provides
extensive and detailed information about a child’s numerical knowledge
information about a child’s most advanced numerical strategy
Maths Recovery is interview-based. It gives the assessor significantly more information than would written tasks. For example, if a child is asked to solve = a child may provide in a written context (a) the correct answer (b) an incorrect answer or (c) no response. An interview allows the assessor to ascertain not only this information but also the strategy employed by the pupil. The strategy is key to planning the teaching and to moving the child forward.
© Noreen O’Loughlin

8. Pedagogical tools in Maths Recovery
Assessment Schedules (see next slide)
Learning Framework in Number - to guide assessment
Instructional Framework in Early Number - to guide teaching
Specially developed instructional procedures and approaches
Maths Recovery uses six assessment schedules (see next slide). The Learning Framework in Number (LFIN) and Instructional Framework in Early Number provide the necessary structures for assessing and providing instruction for pupils.
© Noreen O’Loughlin

9. Assessment Schedules Assessments 1.1 and 1.2 include tasks on
Early arithmetical strategies
Base-ten arithmetical strategies
FNWS and NWA
BNWS and NWB
Numeral identification
Assessments 2.1 and 2.2 include tasks on
Finger/spatial patterns, number relationships
Assessments 3.1 and 3.2 include tasks on
Early multiplication and division
The assessments cover the above topics. Only relevant assessments will be administered to pupils.
© Noreen O’Loughlin

10. Tasks in Assessment 1.1 Forward Number Word Sequence Number Word After
Numeral Identification
Numeral Recognition
Backward Number Word Sequence
Number Word Before
Sequencing Numerals
Additive Tasks
Subtractive Tasks
This list provides a sense of the type and detail of task in the first of the Maths Recovery assessments.
© Noreen O’Loughlin

11. Maths Recovery Teaching
Maths Recovery teaching is suitable for
individuals
small groups
whole class instruction
in-class application
or a combination of some or all of these
Instruction is guided by:
initial comprehensive assessment
on-going observational assessment
While Maths Recovery began its life as an intervention programme, it has evolved and can be used in any of the ways above. How the programme is implemented is a local decision at school level. It is important that fidelity to the programme is maintained and that the intensity required is provided. Many schools have decided for reasons of philosophy, need, resources, space, personnel to adopt one of more of the choices above.
© Noreen O’Loughlin

12. Maths Recovery Teaching
Focuses on (initially):
Facility with number sequences, forward and backward
Knowledge of numerals
Sophistication of counting to solve problems
Early topics for structuring numbers
Maths Recovery teaching focuses on getting basic number knowledge and strategies in place. The above list gives an indication of the areas prioritised.
© Noreen O’Loughlin

13. Maths Recovery Training
Training of one Learning Support/Resource Teacher/SEN teacher per school as MR Specialist Teacher (8 days – no substitution provided)
4 sets of 2 days, approx a month apart
Days 1, 2, 3, 4: Maths Recovery Assessment
Days 5, 6, 7, 8: Maths Recovery Teaching
Seminar on Maths Recovery teaching ‘Teaching Number in the Classroom’ for relevant class teacher (1 day – with substitution)
One LS/RT/SEN teacher per school will receive eight days training. These eight days are broken into 4 sets of two days each. The eight days of training usually conclude within a term. No substitution cover is provided for these.
After Days 1 & 2: Teachers are asked to carry out a minimum of 3 assessments before returning on Day 3 (usually a gap of approx 3 weeks). These tapes will need to be reviewed and coded. This should take approx 3-4 hours in all.
After Days 3 & 4: Teachers are asked to practice the remaining assessments and to video, review and code samples.
After Days 5 & 6: Teachers will teach one pupil on a one-to-one basis, for the purposes of getting familiar with the content, structure and planning of Maths Recovery teaching, every day for a period of approximately three weeks.
The Class teachers from the target classes (i.e. usually first class) will be invited to attend this seminar on using Maths Recovery teaching approaches in the classroom. Substitution cover will be provided and so that all teachers can attend multiple days will be provided to allow for teachers from the same schools to come on different days.
© Noreen O’Loughlin

14. Implementing Maths Recovery
Targeting first class usually
Identified by standardised test scores and/or class teacher
Identification of the lowest attainers
Administration of Maths Recovery assessment to potential Maths Recovery recipients
Decision on implementation of Maths Recovery teaching plan
Provision of a programme of intensive, individualised, group and/or whole class/in-class instruction
Within the DEIS strategy first class is the target class. In choosing pupils the Maths Recovery teacher will work closely with class teacher using any data available. From the lower-attaining group, the Maths Recovery teacher will potential Maths Recovery pupils and administer the appropriate Maths Recovery assessment/s. A decision will then be made on implementing an appropriate teaching plan based on that information.
© Noreen O’Loughlin

15. Implementing Maths Recovery
Maths Recovery teacher is normally expected to give Maths Recovery 2 hours per day
Intensive teaching of low-attaining pupils by Maths Recovery teachers for teaching cycles of weeks (30 min daily, 4/5 days a week)
The Maths Recovery teacher is expected to normally apportion two hours per day to Maths Recovery implementation. No matter which implementation option is chosen, an intensive approach is required.
© Noreen O’Loughlin

16. Implementing Maths Recovery
It involves
A holistic approach involving principals, classroom teachers, specialist Maths Recovery teachers and pupils
Agree programme for individuals/whole class which will be taught by class teacher and by specialist Maths Recovery teachers
Implementation decisions are made in each school according to their own situation in the context of the above.
© Noreen O’Loughlin

17. Implementing Maths Recovery
Crucial factors critical to the effectiveness of the programme are
A whole-school focus on numeracy
Ongoing professional development
A supportive leadership team
Structural changes designed to assist implementation of the programme
© Noreen O’Loughlin

18. Choosing a Teacher to train in Maths Recovery
Qualifications, Experience and Abilities
Teaching experience should normally include at least two years at the primary level
The ability to communicate and work with other teachers, parents, and other personnel involved in project
Organized and skilled at record keeping
Personal commitment to self-reflection and learning
Willingness to make a commitment to participate as a teacher in the Mathematics Recovery Programme.
© Noreen O’Loughlin