# References

### Annual Evaluaion Reports

Annual research reports have been written on each section of the Numeracy Development Projects.

### Presentations

The powerpoint presentations of the keynote speakers from the 2008 National Numeracy Facilitators' Conference.

Malcolm Hyland gave this presentation (170KB) at the Numeracy Symposium in Dunedin in July 2007.

The powerpoint presentations of the keynote speakers from the 2007 National Numeracy Facilitators'Conference.

The powerpoint presentations of the keynote speakers from the 2006 National Numeracy Facilitators' Conference.

The powerpoint presentations of the keynote speakers from the 2005 National Numeracy Facilitators' Conference.

Malcolm Hyland gave this presentation (123KB) at the Numeracy Symposium in Dunedin on July 12 2006.

This file summarises the history of the development of the New Zealand mathematics curriculum (99KB) from 1990 to 2000. We hope to update this file with information from 2001 to 2006 in the near future.

### Other References

The following references have relevance to the Numeracy Project. Click on the summary link for a description of the main findings contained in the reference.

Anghileri, J. (1999). Issues in teaching
multiplication and division. In I.Thompson (Ed.). *Issues in teaching numeracy in primary schools *(pp.184-194). Buckingham,
UK: Open University Press. (__summary__)

Anghileri,
Julia. (2001). Contrasting
approaches that challenge tradition. In*
*J. Anghileri (Ed.)(2001) *Principles
and practices in arithmetic teaching* (pp.4-14).
Buckingham: Open University Press. (summary)

Anthony,
Glenda & Walshaw, Margaret.
(2002). Swaps
and Switches: Students’ understandings of Commutativity.
In*
*B. Barton, K. Irwin, M. Pfannkuch, & M. Thomas (Eds.)(2002). *Mathematics
Education in the South Pacific*: Proceedings of the 25^{th}
annual conference of the Mathematics Education Research Group of Australasia,
(pp.91-99). Sydney:
MERGA (summary)

Ball, D. L. (1993). With an eye on the
mathematical horizon: Dilemmas of teaching elementary school mathematics. *The
Elementary School Journal,* 93, (4), 373-97. (__summary__)

Bobis, J. (1996). Visualisation and the
development of number sense with kindergarten children. In J. Mulligan
& M. Mitchelmore (Eds). *Children’s
number learning*. Adelaide
: The Australian Association of Mathematics
Teachers, 1996, pp. 17-33. (__summary__)

Boulton-Lewis, G., Wilss, L. & Mutch, S. (1996).
Representations and Strategies for subtraction used by primary school
children. Mathematics Education Research Journal, 8 (2), 137-152. (__summary__)

Carpenter,
T. P., Fennema, E., & Franke, M. L.
(1996). Cognitively guided instruction: A knowledge base for reform
in primary mathematics instruction, *The
Elementary School Journal*, 97 (1), 3-20. (__summary__)

Clark,
F. B., & Kamii, C. (1996). Identification of multiplicative thinking
in children in grades 1-5. *Journal
for Research in Mathematics Education*, 27 (1), 41-51. (__summary__)

Clements, D. H. (1999).
Subitizing: What is it? Why teach it? *Teaching
Children Mathematics*, March, 400-405. (__summary__)

Fuson, K. C. & Briars, D. J.
(1990). Using a base-ten blocks learning/teaching approach for first- and
second-grade place-value and multidigit addition and subtraction. *Journal
for Research in Mathematics Education*, 21 (3), 180-206. (__summary__)

Hughes,
Peter.
(2002). A
model for teaching numeracy strategies.
In*
*B. Barton, K. Irwin, M. Pfannkuch, & M. Thomas (Eds.)(2002). *Mathematics
Education in the South Pacific*: Proceedings of the 25^{th}
annual conference of the Mathematics Education Research Group of Australasia,
(pp.350-357). Sydney:
MERGA (summay)

Irwin, K.C.
(1996). Children’s understanding of the principles of covariation
and compensation in part-whole relationships, *Journal
for Research in Mathematics Education*, 27 (1), 25-40. (__summary__)

Irwin,
Kathryn & Ell, Fiona. (2002). Visualising and the move from informal
to formal linear measurement. In*
*B. Barton, K. Irwin, M. Pfannkuch, & M. Thomas (Eds.)(2002). *Mathematics
Education in the South Pacific*: Proceedings of the 25^{th}
annual conference of the Mathematics Education Research Group of Australasia, (pp.358-365).
Sydney: MERGA (summary)

Irwin,
Kathryn, (2003). Multiplicative
Strategies of New Zealand
Secondary School
Students
. In* *Pateman,
N. A., Dougherty, B. J., & Zilliox, J. T. (Eds.)(2003). *Proceedings
of the 2003 Joint Meeting of PME and PMENA*, CRDG, College of Education,
University of Hawai‘i (summary)

Lamon, S. J. (1996). The
Development of unitizing: Its role in children’s partitioning
strategies. *Journal for Research in
Mathematics Education*, 27 (2), 170-93. (__summary__)

Lamon, S. J.
(2004). National Numeracy Project Hui: Keynote and
workshop. *National Numeracy Project Hui*, 2-5 February 2004

Lampert, M. (1989). Choosing
and using mathematical tools in classroom discourse. *Advances in Research on Teaching*, 1, 223-64. (__summary__)

Maclellan,
E. (1997). The importance of counting. In I. Thompson (Ed.). *Teaching
and learning early number *(pp.33-40). Buckingham, UK: Open University
Press. (__summary__)

McIntosh,
A. (1996). Mental computation and number sense of Western Australian
students. In J. Mulligan &
M. Mitchelmore, (Eds). *Children’s Number Learning* (pp.259-276).
Adelaide: Australian Association of Mathematics Teachers. (__summary__)

Mulligan, J. T. and Mitchelmore,
M. C. (1997). Young children’s intuitive models of multiplication and
division. *Journal for Research in
Mathematical Education*, 28 (3), 309-330. (__summary__)

Pitkethly,
A. & Hunting, R. (1996). A
review of recent research in the area of initial fraction concepts.
*Educational Studies in Mathematics*,
30, 5-38, 1996. (summary)

Ritchie,
G. (1991). Does mathematics equipment help? Interviews with children using
equipment. *SAMEPapers,* 79-101 (__summary__)

Sowder,
J. (1997). Place value as the key to teaching decimal operations. *Teaching
Children Mathematics*, 448-53, April. (__summary__)

Steffe,
Leslie.
(1994). Children’s
multiplying schemes. In*
*G. Harel & J. Confrey (Eds.)*
The development of multiplicative reasoning in the learning of mathematics
(*pp. 3-39). Albany,NY: SUNY. (summary)

Thomas,
N. (1996). Understanding the number system. In J. Mulligan & M.
Mitchelmore (Eds.). *Children’s Number Learning*, (pp. 89-106). Adelaide, South
Australia: MERGA/AAMT. (__summary__)

Thomas,
Gill, Tagg, Andrew, & Ward, Jenny. (2002). Making a difference: The
Early Numeracy Project. In*
*B. Barton, K. Irwin, M. Pfannkuch, & M. Thomas (Eds.)(2002). *Mathematics
Education in the South Pacific*: Proceedings of the 25^{th}
annual conference of the Mathematics Education Research Group of Australasia, (pp.49-57).
Sydney: MERGA. (summary)

Thompson,
I. (1997). Developing young children’s counting skills. In I. Thompson
(Ed.) *Teaching and learning early
number *(pp.123-132). Buckingham, UK: Open University Press. (__summary__)

Vance,
J. H. (1998). Number operations from an algebraic perspective. *Teaching
Children Mathematics*, pp. 282-5, January 1998. (__summary__)

Yackel,
Erna (2001). Perspectives
on arithmetic from classroom-based research in the United States of
America. In*
*J. Anghileri (Ed.)(2001) *Principles
and practices in arithmetic teaching* (pp. 15-31).
Buckingham: Open University Press. (summary)

Young-Loveridge,
J. (1999). The acquisition of numeracy. *set,
*Research Information for Teachers, 1. (__summary__)

Young-Loveridge,
Jenny & Wright, Vince.
(2002).Validation
of the New Zealand Number Framework.
In*
*B. Barton, K. Irwin, M. Pfannkuch, & M. Thomas (Eds.)(2002). *Mathematics
Education in the South Pacific*: Proceedings of the 25^{th}
annual conference of the Mathematics Education Research Group of Australasia,
(pp.722-729). Sydney:
MERGA (summary)