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ERIC Number: EJ960947
Record Type: Journal
Publication Date: 2011
Pages: 20
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1442-3901
Mechanisms Affecting the Sustainability and Scale-up of a System-Wide Numeracy Reform
Bobis, Janette
Mathematics Teacher Education and Development, v13 n1 p34-53 2011
With deliberate system-level reform now being acted upon around the world, both successful and unsuccessful cases provide a rich source of knowledge from which we can learn to improve large-scale reform. Research surrounding the effectiveness of a theory-based system-wide numeracy reform operating in primary schools across Australia is examined to extract the elements most influential for the sustainability and scaling-up of this reform. The evidence suggests that key mechanisms or tools such as a framework in number and diagnostic interview, alongside a focus on deep understanding in teachers of children's mathematical thinking strategies and the strategic placement of support structures at various levels of program implementation are important elements for the sustainability and scale-up of this program. This article introduces the professional development program in question, presents an overview of three research studies, and then links their findings to Coburn's (2003) multi-dimensional conceptualisation of scale. (Contains 2 figures.)
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; United Kingdom (Wales)