The numeracy project: Foundations and development

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dc.contributor.author Hunter, Jodie en
dc.date.accessioned 2015-04-10T02:09:57Z en
dc.date.available 2015-04-10T02:09:57Z en
dc.date.issued 2006-6 en
dc.identifier.citation ACE papers, Issue 17: Science, Mathematics and Technology Education, Paper 6. en
dc.identifier.uri http://hdl.handle.net/2292/25161 en
dc.description These ACE working papers were a publication of the Auckland College of Education and the last of these was produced in 2006. en
dc.description.abstract This paper will outline the factors leading to the development of the New Zealand Numeracy Project. It will posit that the Numeracy Project was a result of a society wanting to create a “knowledge society”, which was seen as equating to a numerate society. It will demonstrate that the first model of the Numeracy Project was based on the “Count Me In Too” programme but that this model was extended, expanded, and changed in order to focus more on mathematical strategy development rather than simply teaching mathematical knowledge. It will outline the research base and teaching models underpinning the Numeracy Project and argue that the Numeracy Project is predicated on the premise that professional development of teachers will enrich student learning. Finally, the learning theories on which the Numeracy Project is based will be considered and the aspects of behaviourism and various forms of constructivism which are evident in the project will be outlined. en
dc.language.iso en en
dc.relation.ispartofseries ACE papers en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title The numeracy project: Foundations and development en
dc.type Technical Report en
pubs.issue 17 en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en


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