The numeracy project: Foundations and development

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.