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ERIC Number: EJ1002550
Record Type: Journal
Publication Date: 2012
Pages: 5
Abstractor: ERIC
Reference Count: 10
ISSN: ISSN-1326-0286
Using the Scaffolding Numeracy in the Middle Years Assessment Materials to Support Student Learning
Breed, Margarita
Australian Primary Mathematics Classroom, v17 n4 p28-32 2012
The Scaffolding Numeracy in the Middle Years 2003-2006 Project (SNMY) focussed on the efficacy of an assessment-guided approach to improving student outcomes in numeracy in Years 4-8. The project was prompted by previous research (e.g., Siemon, Virgona & Corneille, 2001), which identified an "eight-year" range in student mathematical achievement in any one year level in the middle years of schooling, and highlighted the critical importance of finding ways to address the learning needs of at-risk students. This research found that student difficulty in numeracy was primarily characterised by an inability to engage in multiplicative thinking (Siemon & Virgona, 2001). As a consequence, the SNMY Project was aimed at developing and validating an evidence-based Learning and Assessment Framework for Multiplicative Thinking (LAF) and examining the extent to which student learning could be enhanced by more targeted teaching approaches. This article describes and illustrates how the author used the SNMY Project assessment materials to support the learning of students in Year 6. In the process, the author learned a great deal about the students' multiplicative thinking. (Contains 7 figures.)
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A