Improving children's performance in numeracy: Two countries, two approaches

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dc.contributor.author Nicholas, Peter 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 7. en
dc.identifier.uri http://hdl.handle.net/2292/25162 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 discusses the developments that have taken place in both Britain and New Zealand in response to the endeavours by the respective governments to develop more numerate populations. The British National Numeracy Strategy experience is described and then reference is made to research that assesses its effectiveness in enhancing numeracy. This is followed by a description of the New Zealand experience, the Numeracy Development Project, along with some comparison with the British programme, and finally a discussion of the key differences against research findings is presented to explore which has been more effective. 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 Improving children's performance in numeracy: Two countries, two approaches en
dc.type Technical Report en
pubs.issue 17 en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en


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