Supporting Teachers in the Development of Young Childrens Mathematical Thinking: Three Large Scale CasesReport as inadecuate




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Mathematics Education Research Journal, v16 n3 p27-57 2005

Recognition of the importance of the early childhood years in the development of numeracy is a significant characteristic of the New Zealand Numeracy Development Project, the Victorian Early Numeracy Research Project and the Count Me In Too program in New South Wales, Australia. This article outlines the background, key components and major impacts of these three innovative and successful professional development and research initiatives. Juxtaposing the three projects highlights important commonalities--research-based frameworks, diagnostic interviews, and whole-school approaches to professional development. Each program has been significant in rethinking what mathematics and how mathematics is taught to young children. (Contains 2 tables and 4 figures.)

Descriptors: Young Children, Numeracy, Interviews, Foreign Countries, Teachers, Faculty Development, Developmental Programs, Mathematics Achievement, Elementary Schools, Secondary Schools, Models

Mathematics Education Research Group of Australasia. MERGA-GPO Box 2747, Adelaide, South Australia 5001, Australia. Web Site: http://www.merga.net.au/





Author: Bobis, Janette; Clarke, Doug; Clarke, Barbara; Wright, Robert Bob; Thomas, Gill; Young-Loveridge, Jenny; Gould, Peter

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6051&id=EJ747872







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