A Math Recovery Product

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• A Math Recovery Product

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Why AddVantageMR?

• An acknowledgement that the mathematics
  educational experience is not working for far too
  many students
• Responding to high levels of accountability for
  all students to learn important mathematics

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Why AddVantageMR?

• The theory and strategies from Math Recovery
  Early Intervention are equally relevant and
  useful for classroom teachers
• To put into practice new research in the areas of
  assessing, teaching, and learning number
• To support and empower teachers to improve
  mathematics instruction

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What is AddVantageMR?

• Professional Development for teachers
• Undertaking a study of how children think about
  number and construct new number knowledge and
  arithmetical strategies
• Specific tools
• Research-based model for students learning
• Diagnostic Assessments (5 Assessments)
• Lesson design, exemplary settings and
  differentiation
• Teaching Number in the Classroom with
• 4-8 year-olds, Wright, et. al.

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Research Base

• Initial research and development by Dr. Bob
  Wright of Southern Cross University, NSW,
  Australia
• Incorporates the research of Leslie Steffe of the
  University of Georgia, Paul Cobb of Vanderbilt
  University, and others
• New South Wales, Department of Education and
  Training, including Peter Gould, Joanne Mulligan,
  and others, including hundreds of classroom
  teachers, were involved in the development of
  Math Recovery based classroom projects

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The Learning Framework In Number

• Provides a model of young childrens numerical
  learning
• Provides a basis for judging the significance and
  relative sophistication of student arithmetical
  strategies
• Provides a basis for hypothesizing the likely new
  learning for students

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The Learning Framework in Number
Forward and Backwards Number Word Sequences
related to Composite Units
Forward and Backwards Number Word Sequences by
Ones (Levels 0 5)
Written Labels Numerals (Levels 0 5) and
Numeral Sequences, Recording Symbols
Structuring Numbers (Levels 0 5) Finger
Patterns / Spatial Patterns / Combining and
Partitioning
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AddVantageMR Assessment

• One-on-one, interview-based, diagnostic
  assessments
• Dynamic in nature
• Focused on determining the students most advanced
  strategies
• Results in a detailed profile across the models
  of the Learning Framework in Number

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AddVantageMR Teaching

• Student assessment profiles along with the
  Classroom Instructional Framework for Early
  Number provide directionality to teaching
• Class data organizers assist the teacher in
  planning for differentiated instruction
• Exemplary teaching settings provide a context for
  practicing the use of class data to design
  instruction

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Professional Development Courses

• Course 1
• 4 days
• Theory, Assessment, and Teaching
• Course 2
• Prerequisite of Course 1
• 2 days
• Extending the Framework
• Theory, Assessment, and Teaching
• AddVantageMR Champion
• 5 days

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Course Content

• Course 1
• Number Words and Numerals
• Structuring Numbers
• Addition and Subtraction
• Course 2
• Place Value
• Multiplication and Division

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Components

• Teaching Number in the Classroom with 4-8
  year-olds, Wright, et. al.
• AddVantageMR Teacher Handbook
• Assessment Kits
• Teaching Exemplars

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AddVantageMR

• Research-based Frameworks
• The Learning Framework in Number
• The Classroom Instructional Framework for Early
  Number
• Assessments conducive to a classroom teachers
  schedule
• Support for differentiated instruction that is
  not a broad-brush approach but specific to
  individual student needs

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• Pathways to numeracy for every child!