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Numeracy Practices and Change

Funding year: 
2004
Duration:
2 years
Organisation: 
Massey University
Sector: 
School sector
Project start date: 
January 2004
Project end date: 
January 2006
Principal investigator(s): 
Associate Professor Glenda Anthony
Research team members: 
Dr. Margaret Walshaw, Bobbie Hunter, Ngaire Davies, and Karen Walker
Research partners: 
16 schools previously involved in the Numeracy Development Project

Project Description

This project was a two-year study that looked at issues to do with equity, proficiency, and sustainable practice as a result of recent numeracy reforms in the primary school sector. It was a collaborative venture between researchers, teachers, and students in 16 schools previously involved in the Numeracy Development Project. It offered schools and classroom teachers the opportunity to undertake a serious deliberation of the effects of their work following the reforms. We formed four projects to explore teacher knowledge, mathematical practices, the perspectives of the learner, and teacher change. We looked at the personal, school-wide and community capacities needed for changing teaching and learning–including a look at how students themselves viewed mathematics learning.

Project Outputs

2005

Presentations, conferences and workshops

Davies, N. & Walker, K.. (2005). Learning to Notice: One aspect of teachers’ content knowledge in the
numeracy classroom. Palmerston North: School of Curriculum and Pedagogy, Massey University.

Hunter, R.. (2005). Reforming Communication in the Classroom: One Teacher’s Journey of Change. Palmerston North: School of Curriculum and Pedagogy, Massey University.