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Peer reviewed
Download full textSullivan, Peter; Clarke, Doug; Clarke, Barbara – Mathematics Education Research Journal, 2009
As part of a research and professional development project that focused on the opportunities and constraints provided by different kinds of mathematical tasks, a group of 67 primary and 40 secondary practising teachers of mathematics were asked to complete a survey focusing on their use of tasks. In this article, we discuss responses to one…
Descriptors: Foreign Countries, Mathematics Education, Mathematics Teachers, Elementary Secondary Education
Direct linkClarke, Barbara; Clarke, Doug; Cheeseman, Jill – Mathematics Education Research Journal, 2006
As part of the Victorian Early Numeracy Research Project, over 1400 Victorian children in the first (Preparatory) year of school were assessed in mathematics by their classroom teachers. Using a task-based, one-to-one interview, administered during the first and last month of the school year, a picture emerged of the mathematical knowledge and…
Descriptors: Young Children, Mathematics Curriculum, Mathematics Education, Knowledge Level
Bobis, Janette; Clarke, Doug; Clarke, Barbara; Wright, Robert (Bob); Thomas, Gill; Young-Loveridge, Jenny; Gould, Peter – Mathematics Education Research Journal, 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…
Descriptors: Young Children, Numeracy, Interviews, Foreign Countries
