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Supporting Research

  • Type(1): A 2-year experimental design research evaluation of Math Recovery® was conducted from 2007-2009 in 20 elementary school across five school districts in two states (Smith et al., 2013). In all, 343 children received one-on-one Math Recovery® intervention over the two years.
     
    Findings(1): As a diagnostic program, effect sizes were found to be between +0.30 and +0.40 for students participating in Math Recovery® intervention.
     
    Type(2): A longitudinal study of the effects of Mathematics Recovery from 1999 - 2004 at Roye-Williams Elementary School (RWES), a Title 1 school in Harford County, Maryland.
     
    Findings (2): Prior to the implementation of Math Recovery®, only 30-40% of children scored proficient or better in mathematics on the Maryland state assessment
    program (MSPAP). In 2004, the fifth year of implementation, 76.6 % of fifth grade children were
    proficient or better in mathematics on the Maryland State Assessment (MSA); 82.9% of fourth grade children scored proficient or better with 22.9 % scoring advanced; and 72.8 % of third grade children scored proficient or better.
     
    The Mathematics Recovery program is grounded in over 40 years of education research. For detailed descriptions of additional research please visit http://www.mathrecovery.org/ to read the USMRC White Paper under the How It Works tab.

Structure: Math Recovery®'s Add+VantageMR® Course 1 consists of 4 full days. It is appropriate for general education teachers, special education teachers, math coaches, and math interventionists.

Math Recovery®'s Add+VantageMR® Course 2 consists of 4 full days. It is appropriate for general education teachers, special education teachers, math coaches, and math interventionists. Learning Activities: During the courses participants explore the Learning Framework in Number, a model of young children’s numerical learning. Participants engage in short readings, discuss video excerpts illustrative of each aspect of the Learning Framework in Early Number and work in collaborative groups.

Learning Outcomes: Participants will…

  • learn how to confidently administer five diagnostic assessments (Number Words & Numerals, Structuring Numbers, Addition and Subtraction, Place Value and Multiplication and Division)
  • examine resulting data from diagnostic assessments to guide differentiated instruction in such a way that the teacher has a clear picture of student’s current understanding and the next step he or she needs to take.
  • examine exemplary teaching settings to illustrate an informed approach to teaching.
Authors/Contributors: 

Dr. Robert Wright, Kurt Kinsey, Petey MacCarty

Developer: Dr. Robert Wright, Kurt Kinsey, Petey MacCarty

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