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ERIC Number: EJ747872
Record Type: Journal
Publication Date: 2005
Pages: 31
Abstractor: Author
Reference Count: 80
ISBN: N/A
ISSN: ISSN-1033-2170
Supporting Teachers in the Development of Young Children's Mathematical Thinking: Three Large Scale Cases
Bobis, Janette; Clarke, Doug; Clarke, Barbara; Wright, Robert (Bob); Thomas, Gill; Young-Loveridge, Jenny; Gould, Peter
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.)
Mathematics Education Research Group of Australasia. MERGA-GPO Box 2747, Adelaide, South Australia 5001, Australia. Web Site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; New Zealand