Findings From the New Zealand Numeracy Development Project 2004

A compendium of research findings from the 2004 Numeracy Development Project has been compiled and is available from the links on this page.  The eleven papers and an extract in this compendium look at a variety of aspects of the NDP.   They are roughly grouped under the categories of student achievement, effective teaching, and students’ perspectives.  The full compendium can be accessed by clicking on the image to the right.  The file is 10 MB in size so is likely to take a significant time to download, particularly on a dial up connection.  To download individual chapters, use the links below.  

These documents are provided in PDF format.  To view them you must have Adobe Acrobat Reader installed on your computer.  If you need to get Adobe Acrobat Reader or update your current version please go to the Adobe site.  The Adobe Acrobat Reader software is FREE.  

A pamphlet (1.6 MB) summarising the findings of the research projects around the Numeracy Project was released alongside the compendium.

File

Author

Size (KB)

CONTENTS

 

199

FOREWORD

Derek Holton

181


STUDENT ACHIEVEMENT 

 

 

Patterns of Performance and Progress: Analysis of 2004 Data

Jenny Young-Loveridge

512

Evidence for Expectations: Findings from the Numeracy Project Longitudinal Study

Gill Thomas and Andrew Tagg

1068

The Impact of the Numeracy Development Project on Mathematics Achievement

Gill Thomas and Andrew Tagg

720

Algebraic Thinking in the Numeracy Project: Year One of a Three-year Study

Kathryn C. Irwin and Murray Britt

1875

An Evaluation of Te Poutama Tau 2004

Tony Trinick and Brendan Stephenson

1553


EFFECTIVE TEACHING

 

 

A Snapshot of the Discourse Used in Mathematics where Students Are Mostly Pasifika  (a Case Study in Two Classrooms)

Kathryn C. Irwin and Joanne Woodward

440

Effective Teaching Strategies for Māori Students in an English-medium Numeracy Classroom

Joanna Higgins, with Makoare Parangi, Ray Wilson, and Yanje Klaracich

269

Pedagogy of Facilitation: How Do We Best Help Teachers of Mathematics with New Practices?

Joanna Higgins

92

Te Poutama Tau: A Case Study of Two Schools

Tony Trinick

477

Equipment-in-use in the Numeracy Development Project: Its Importance to the Introduction of Mathematical Ideas

Joanna Higgins

427


STUDENTS’ PERSPECTIVES

 

 

Going Public: Students. Views about the Importance of Communicating Their Mathematical Thinking and Solution Strategies

Jenny Young-Loveridge, Merilyn Taylor, and Ngarewa Hawera

581

Students’ Views about Mathematics Learning: A Case Study of One School Involved in the Great Expectations Project

Jenny Young-Loveridge

 

411

APPENDICES

 

1256