Maths Recovery

Mathematics Recovery Council UK & Ireland



This section provides a list of useful resources available from a variety of suppliers. The links page also provides access to a range of useful websites.

Six books have now been written by internationally recognised experts and practitioners in numeracy intervention. Follow the links below to purchase the texts from Sage Publications Ltd who offer a standard 25% discount to all Maths Recovery providers.

New - published in March 2018

This latest book in the bestselling Mathematics Recovery® series gives mathematics educators a complete research-based framework for assessment, instruction and intervention in whole number arithmetic across primary grades. The book offers guidance on innovative video-based assessment, and an overview of principles of intervention instruction, giving you an integrated resource for supporting the children you teach. The integrated set of classroom tools includes:

  • Nine carefully designed schedules of assessment tasks
  • Nine models of learning progressions
  • Ten teaching maps that guide the instructional progressions across key topics
Learning Framework in Number

Published in July 2016

Following the great success of the earlier books, this fifth book in the Mathematics Recovery series provides a detailed and comprehensive guide to classroom and intervention teaching of fractions.

Developing Fractions Knowledge
  • Authors: Robert J Wright, Amy J. Hackenberg, Anderson Norton
  • Paperback: 224 pages
  • Publisher: Sage Publications Ltd, July 2016
  • Language: English
  • ISBN-10: 1412962209
  • ISBN-13: 978-1412962209
The four earlier books by Bob Wright and colleagues that focus on intervention and classroom assessment and teaching of early number and whole number arithmetic:
Developing Number Knowledge: Assessment, Teaching and Intervention with 7-11 year olds
  • Authors: Robert J Wright, David Ellemor-Collins, Pamela D Tabor
  • Paperback: 312 pages
  • Publisher: Sage Publications Ltd; Pap/Cdr edition (30 Nov 2011)
  • Language: English
  • ISBN-10: 0857020611
  • ISBN-13: 978-0857020611
Teaching Number in the Classroom with 4-8yr olds
  • Authors: Robert J Wright, Garry Stanger, Ann K Stafford, and James Martland
  • Paperback: 256 pages
  • Publisher: Paul Chapman Educational Publishing; Pap/Cdr 2nd edition (Oct 2014)
  • Language: English
  • ISBN-10: 978-1446282694
  • ISBN-13: 978-1446282687
  • Ebook ISBN: 9781473908758
  • Visit the companion website at https://study.sagepub.com/wrighttnc
Teaching Number: Advancing Children's Skills and Strategies
  • Authors: Robert J Wright, Garry Stanger, Ann K Stafford, and James Martland
  • Published: 13 Sep 2006
  • Paperback: 264 pages
  • Publisher: Paul Chapman Educational Publishing; Second Edition (13 Sep 2006)
  • Language: English
  • ISBN-10: 1412921856
  • ISBN-13: 978-1412921855
Early Numeracy: Assessment for Teaching and Intervention
  • Authors: Robert J Wright, James Martland, and Ann K Stafford
  • Paperback: 224 pages
  • Publisher: Paul Chapman Educational Publishing; Second Edition edition (5 Jan 2006)
  • Language: English
  • ISBN-10: 141291020X
  • ISBN-13: 978-1412910200

Some useful resources that can be used for Maths Recovery teaching are available from a variety of suppliers.

Maths Recovery One to One and Group Resource Kits produced by Autopress can be found on their website:
Autopress Education Maths Recovery Group Kit Resources
Autopress Education Maths Recovery Resources
A useful kit produced by TTS to support Maths Recovery Teachers:
TTS Maths Recovery Kit

Research findings in Maths Recovery

Evaluating Math Recovery: Assessing the Causal Impact of Math Recovery on Student Achievement
Thomas Smith, Paul Cobb, Dale Farran, David Cordray, Charles Munter and Alfred Dunn 2010. An outline of the research which Paul Cobb undertook in the U.S.; a two-year evaluation of Math Recovery conducted in 20 elementary schools.
Developing pedagogical tools for intervention: Approach, methodology, and an experimental framework
An article by Wright, Ellemor-Collins and Lewis, describing research to develop instructional materials and approaches with low-attaining pupils in the Australian context, drawing on the Maths Recovery principles, frameworks and activities.
Targeted, One-to-one Instruction in Whole-number Arithmetic: A Framework of Key Elements
PHD thesis by Tran Le Thi, January 2016. This investigation addressed the ways in which teacher-student interactions occur in settings where one-to-one instructional methods are being employed to teach primary school students basic arithmetic. From an analysis of video recordings of teaching sessions in an Australian setting, various key elements in effective numeracy teaching were identified and then incorporated within a more general framework for numeracy teaching. This teaching framework is progressively being adopted globally, and this investigation was effective in further validating its basic integrity.
A study of the impact of Mathematics Recovery training on teaching staff’s constructs about the teaching and learning of number
PHD thesis by Ruth Willey, September 2009. This study looked at the impact of Mathematics Recovery training on teaching staff’s constructs about the teaching and learning of number. This list of constructs is compared with the declared principles of the Maths Recovery programme, and conclusions are drawn about how effective the Maths Recovery training has been in helping staff to adopt these principles. Results show that the constructs generated by staff do reflect the Maths Recovery principles, but that there are some gaps: staff constructs tend to be about changes to their actual teaching practices, rather than changes to their philosophy of teaching.
How far do children who receive the Maths Recovery Intervention in Year Two ‘catch up’ and ‘keep up’ with their peers in Key Stage Two?
A Masters study by Joanna Gibbs, May 2015 into the longitudinal effects of Maths Recovery as an intervention for children to catch up and keep up with age related expectations.

Maths Recovery articles from a special edition of Educational and Child Psychology

Achieving new heights in Cumbria: Raising standards in early numeracy through mathematics recovery
This article describes how standards in early numeracy were raised within Cumbria by the application of the Mathematics Recovery Programme.
Assessing pupil knowledge of the sequential structure of numbers
This article by Wright and Ellemor-Collins provides insight into assessing knowledge of sequential structure and argues that this is important basic number knowledge.

Mathematics Recovery Council Uk and Ireland is a not-for-profit Registered Charity (1158077). Mathematics Recovery Council Uk and Ireland is a registered trademark.