Math Recovery Canada

Assessment and Teaching Strategies for Early Years with
James Martland (England) and Gay Sul (Winnipeg)

6-day workshop

A RARE OPPORTUNITY TO WORK WITH AN INFLUENTIAL AUTHOR

Date: August 22-24 and October 20-22, 2011
Location: MainStay Suites, 670 King Edward St., Winnipeg, MB
Time: 8:30 a.m. – 4:00 p.m.

Early Bird Rate $775 or $850 after June 20, 2011

Jim Martland is the co-author of several books on Early Numeracy and the Director of the Mathematics Recovery Program in England, Scotland and Wales. He is Senior Fellow in the Department of Education at the University of Liverpool and currently works with local education authorities in the UK, Ireland and Canada.

Gay Sul is a math consultant in Frontier School Division and the only accredited Math Recovery Trainer in Canada. She has her M.A. in Math Education as well as taught at several universities in Manitoba and B.C. In 2009 she was awarded Math Teacher of the Year by the Manitoba Association of Math Teachers.

1^stsession (August 22-24, 2011)  At the end of the first 3 days, you will:

• understand how to conduct a diagnostic interview for low-achieving and average students
• appreciate the value of videotaping the interview
• view examples of assessment interviews
• use a coding system to annotate and analyze children’s responses
• learn about the Learning Framework in Number (a research-based early numeracy continuum)
• be able to allocate levels of performance to a child’s number word sequences and numeral identification
• produce a summary of the child’s number knowledge and the strategies used to solve additive and subtractive tasks (Student Profile)
• participate in teaching activities which will move the child to a more advanced stage of development
• examine a range of teaching resources 

2^ndsession (October 20-22, 2011) At the end of these 3 days, you will:

• look at the assessment of above average children
• focus on the assessment of Non-Count-by-Ones strategies
• learn about levels of development in Tens and Ones strategies
• relate the above to current research findings
• produce a Student Profile and learning plan for the above average child
• participate in teaching activities which allow the advancement of stages
• examine a range of teaching resources
• develop a rationale for the critique of teaching resources