Making judgments about children’s numeracy strategies

Young-Loveridge, Jenny

doi:10.18296/set.0730

Cited by 2 publications

(6 citation statements)

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“…1 ,~,~ ,ow Mowl<dge >hroogh "" '----------~ provides the foundation for strategies The effects on children 's learning of teachers' implementati on of The Number Framework continues to be monitored through ongoing national evaluation (Higgins, b & 2002bIrwin & Niederer, 2002;& 2002.The national data relating to children's progress has also been analysed in order to examine the consistency of The Number Framework, particularly in the ANP (Years 4 to 6) . This work has largely validated the learning progression as specified (Young-Love ridge .…”

Section: Strat Egymentioning

confidence: 99%

“…While self-reported results contribute to the overall picture of teachers' pedagogical content knowledge, they do not on their own give a reliable picture. Partly for this reason , the NOP evaluation reports also include comments from the facilitators about how they perceive teachers' pedagogical content knowledge to have changed during the professional development (Higgins, b, 2002bIrwin & Niederer, 2002;, 2002. Recent work in New Zealand has begun to examine what knowledge teachers need in order to be effective teachers of numeracy, and what the characteristic s of these teachers are likely to be (Higgins, 1998;Thomas & Ward, 2002).…”

Section: And Again Two Years Latermentioning

confidence: 99%

“…From the findings of the NOP evaluation reports (Higgins, b, 2002bIrwin & Niederer, 2002;, 2002 and the Education Review Office (2000,2002), it remains unclear how effectively teachers are using a variety of equipment in order to support children to develop part-whole thinking.…”

Section: Equipme Nt Referenc Es In Key Docume Ntsmentioning

confidence: 99%

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Numeracy equipment and Year 3 children : "bright, shiny stuff" or supporting the development of part-whole thinking?

Bonne¹

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New Zealand teachers' use of equipment has increased as a result of their participation in the Numeracy Development Project. The purpose of this study was to discover how closely the children's reasons for their equipment choices matched their teachers' reasons for including the same pieces of equipment in their numeracy programmes. In the teachers' reasons for equipment choices, the surface features of equipment seemed equally important as the conceptual development the equipment can support. In contrast, the reasons given for equipment choices by the 34 Year 3 children who were interviewed were almost exclusively concerned with how the equipment might help them to solve the given problem. The children's success rates at solving the problem declined as the equipment became more structured; this paralleled the teachers' equipment choices. The equipment choices of the four teachers interviewed in this study were not strongly consistent with the equipment use recommended in the NDP materials.

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Section: Strat Egymentioning

confidence: 99%

Section: And Again Two Years Latermentioning

confidence: 99%