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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® Intervention Specialist course is a yearlong experience which consists of 4 initial 
days of professional development that prepares teachers to administer and analyze Math Recovery® 
assessments used to identify students for intervention. There are six days of additional 
professional development that prepare teachers to provide Math Recovery® intervention. 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. Requirements include assessment administration and analysis, lesson planning time, 1-1 
intervention lessons, 4 personal coaching sessions, 4 video nights and 2 course projects.
 
Learning Outcomes: Participants will…
  • learn a structured & objective assessment system that identifies current student understanding
  • learn a research based framework consisting of 30 key teaching topics and more than 180 
  • instructional procedures for intensive , individualized teaching to help advance low attaining 
  • students.
  •  receive tools to provide timely and targeted
  • instructional support.
 
Authors/Contributors: 

Dr. Robert Wright, Professor of Mathematics Education Southern Cross University

Developer: Dr. Robert Wright

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