A study of the impact of engaging with Maths Recovery CPD on Teachers Maths Anxiety and confidence in teaching maths. The purpose of this research paper was to look at teachers’ perceptions and experiences of Maths Anxiety whilst also looking at

South Lanarkshire Council’s Strategy for Recovery is an ambitious strategy to support recovery in Numeracy and Mathematics. The long-term strategy is to train all primary teachers and appropriate secondary teachers in the pedagogy of Maths

by Pamela D. Tabor, Ph.D. (The author wishes to acknowledge the work of many in the Math Recovery® community who contributed to this body of research and reviewed drafts of this article. Bob Wright was particularly insightful in his comments and

White paper by: US Math Recovery® Council Math Recovery® Overview: An elementary school implementation of an early intervention program to identify and service of low attaining mathematics students. by: Christina Miller, Director of Programming

 David Ellemor Collins and Robert J. Wright, Southern Cross University, Lismore, Australia Research is reviewed that emphasises mathematisation, that is, students bringing increased mathematical sophistication to their activity. A framework is

David Ellemor-Collins & Robert (Bob) Wright, Southern Cross University The purpose of this paper is to formulate students’ development toward facile addition and subtraction as an activity of structuring numbers. We aim to articulate the

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.

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. This

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

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. This study explores the longitudinal effects of the Maths Recovery

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

This article describes how standards in early numeracy were raised within Cumbria by the application of the Mathematics Recovery Programme. It reports data showing how children’s numeracy improved as a result of the programme, and describes