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.

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Welcome to the new Maths Recovery website.

Thank you to @Collab_LR and @NAMA_UK for a great #cpdsaturday with @watanabeKSU exploring #TTP. Rich discussion face to face for a change… @geoffwake1 @RuthTrundley @mattlewis73 @AccomplishEdu @ProfSmudge @mikeaskew26

Treat your class to some lovely new puppets - THEY’RE CURRENTLY HALF PRICE!

Puppets are great learning resources, use them to:

🌟Bring your story telling to life
🌟Help children with counting
🌟Help children to understand school expectations and reinforce behaviour policies

1. Use 7,3 to make 2-dig numbers. Find the diff. between them. M

2. Try 6,2. What do you notice?

3. Try some more. Reorganise the results.

4. What’s changing, what’s stays the same? Why?

Teaching through problem solving with @watanabeKSU at @Collab_LR @NAMA_UK

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