Math Recovery Intervention Specialist

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