ERIC Number: EJ793946
Record Type: Journal
Publication Date: 2004
Reference Count: N/A
What's Making the Difference in Achieving Outstanding Primary School Learning Outcomes in Numeracy?
Australian Primary Mathematics Classroom, v9 n4 p24-26 2004
In this article, the author presents findings from a large NSW project designed to explore educational practices that "make a difference" in numeracy outcomes. The project was coordinated by the NSW Department of Education and Training, the Catholic Education Commission, the Association of Independent Schools, and research teams from the University of New England, Southern Cross University, University of Technology, Sydney, University of Western Sydney, and the University of Wollongong. During 2001 and 2002, case studies were conducted in forty-five government and non-government primary schools across NSW where "outstanding" numeracy outcomes were being achieved at Years 3 and 5, and between Years 3 and 5, as indicated by Basic Skills Test data. These schools represented students from diverse socio-economic, language backgrounds other than English (LBOTE), Aboriginal and Torres Strait Islander (ATSI) and geographic communities (including isolated, metropolitan, rural, small and large schools). The sample comprised 70% Government, 20% Catholic and 10% Independent primary schools. Five university research teams were contracted to conduct the case studies in order to identify those factors that influenced student learning. The case studies included: interviews with teachers, parents, students, and community members; observations of numerous classroom mathematics/numeracy lessons; and the examination of many school documents. The main factors which were found to be "making the difference", as well as the strategies that enabled them to occur are grouped below according to three contexts: "within the classroom", "throughout the school" and "beyond the school". These factors and strategies seemed to fit together to provide a coherent guideline and philosophy for successful numeracy teaching.
Descriptors: Catholic Schools, Private Schools, Public Schools, Elementary School Mathematics, Mathematics Instruction, Mathematics Achievement, Mathematics Skills, Elementary School Students, Numeracy, Educational Practices, Foreign Countries, Case Studies, Interviews, Observation
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: email@example.com; Web site: http://www.aamt.edu.au
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Australia