Changing Landscapes

Anthony, Glenda

doi:10.1007/978-981-15-4269-5_14

Cited by 3 publications

(2 citation statements)

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“…Both initiatives also shaped the curriculum offered to primary school children. At the centre of the Numeracy Development Project were three elements: a framework that outlined key knowledge and strategies using 'stages' to describe learner progress in thinking (the Number Framework), a diagnostic interview (eventually used to assign stages to learners but designed as a professional learning tool for teachers), and a teaching model, based on the work of Pirie and Kieren (1989), which promoted a recursive path from concrete materials, to imaging materials in the mind, to using numbers and abstractions (Hunter, 2016;Higgins & Parsons, 2011). Thus, the NDP provided teachers with content, pedagogy and assessment tools related to number concepts, and became a proxy for the primary curriculum between 2001(McChesney, 2017, effectively narrowing the mathematics curriculum experienced by ākonga.…”

Section: Initiatives To Improve Mathematics Educationmentioning

confidence: 99%

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Lifting the quality and effectiveness of mathematics education provision in English-medium schools in Aotearoa New Zealand

Ell

2023

nzaroe

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Mathematics education in English-medium schools in Aotearoa New Zealand currently reproduces inequity. There is widespread concern about overall levels of student achievement and who participates and who succeeds. Rapid, and accelerating, social and technological change impacts what students need to know in mathematics and statistics and increases its significance. There are fundamental debates about how mathematics education should respond to inequity and rapid change. Content and pedagogy are both contested spaces. Research in mathematics education tends to exacerbate rather than resolve this contestation. In this cacophony it is hard to hear marginalised voices and yet these groups are the most impacted by current practices. Mathematics education is entwined with other curriculum areas and has far-reaching consequences; therefore, policy has to treat improving system performance as a complex problem requiring intervention at multiple levels to achieve equitable outcomes for students.

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Section: Initiatives To Improve Mathematics Educationmentioning

confidence: 99%

“…One common mathematics teaching practice in Aotearoa New Zealand has been identified as particularly problematic: grouping learners by 'ability' (Rubie-Davies, 2015; Anthony et al, 2016;Hunter et al, 2019;Tokona te Raki, 2022). There are two reasons why grouping learners this way leads to low and slow progress in mathematics.…”

Section: Listening To Local Voicesmentioning

confidence: 99%