This book has as its major focus the comprehensive assessment of children's early numerical knowledge and strategies and their advancement. Practical and theoretical aspects of assessment are explained in detail. A major feature of the book is a learning framework in early number that is applied in analyzing the results of assessment and planning for teaching. The book is particularly relevant to the assessment and teaching of children in the early years of school, that is, 4-9-year-olds, as well as older children. The book provides a comprehensive approach to assessing a range of aspects of early number knowledge. This includes children's counting strategies, their strategies for adding and subtracting, their knowledge of number word sequences and numerals, their ability to reason in terms of tens as well as ones and their developing strategies for multiplication and division. The book describes several other significant aspects of children's early numerical knowledge such as the use of finger patterns, combining and partitioning small numbers, the role of spatial and temporal patterns, and the use of five-based strategies as well as base-ten strategies. This book begins with a List of Figures, Photographs, Tables, Contributors, Acknowledgments, Series preface and a Preface. It contains an Introduction along with the following ten Chapters: (1) Children, Numeracy and Mathematics Recovery; (2) The Learning Framework in Number; (3) The LFIN and the Assessment Interview Schedule; (4) The Stages of Early Arithmetical Learning (SEAL); (5) Identifying the Stages of Early Arithmetical Learning; (6) Assessment Interview Schedule; (7) Part C of the LFIN: Assessment Interview Schedules; (8) Assessment Interview Schedules; (9) Recording, Coding and Analyzing the Assessment Interview Schedules; and (10) Linking the Assessment to Teaching. Appended are: (1) Assessment Interview Schedule 1.1; (2) Assessment Interview Schedule 1.2; (3) Assessment Interview Schedule 2.1; (4) Assessment Interview Schedule 2.2; (5) Assessment Interview Schedule 3.1; (6) Assessment Interview Schedule 3.2; (7) Learning Framework in Number; (8) Instructional Framework for Early Number; (9) Linking the Diagnostic Assessment Interviews to the Learning Framework in Number; (10) Materials Required and (11) The Mathematics Recovery Coding Schedule. The book concludes with a Glossary, Bibliography and an Index. (Contains 3 figures, 35 photographs, and 10 tables.)