The Numeracy Development Project: Policy to Practice

Higgins, Joanna; Parsons, Ro; Hyland, Malcolm

doi:10.26686/nzaroe.v0i12.1437

Cited by 8 publications

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“…The Numeracy Development Project is evaluated annually with 17 evaluation and research reports and 3 compendia published since 2000 by the Ministry of education. The evaluations have been important in informing the refinement and development of the policy and implementation of the project in subsequent years (Higgins, Parsons, & Hyland, 2003).…”

Section: Scale Of the Projectmentioning

confidence: 99%

A Successful Professional Development Model in Mathematics

Higgins

Parsons

2009

Journal of Teacher Education

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The design and implementation of the professional development model of the New Zealand Numeracy Development Project has been successful in improving teacher knowledge and practice as well as raising student outcomes. Since 2000, more than 25,000 teachers in English-medium settings have participated in the project. In New Zealand the terms English-medium and Māori-medium are used to distinguish the language of instruction. settings have participated in the project. A content analysis across a large data set from evaluations conducted during the first four years of the project, identified three pedagogical tools that participants describe as improving their mathematics knowledge and practice: the number framework; the diagnostic interview; and the strategy teaching model. The article argues that the power of the professional development model lies in the integration of the three pedagogical tools ensuring that professional learning focuses on the core ideas of the project within the context of the teacher's classroom. This focus has enabled teachers to deepen their professional knowledge, change their instructional practice and improve their responsiveness to students' diverse learning needs.

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Section: Scale Of the Projectmentioning

confidence: 99%

A Successful Professional Development Model in Mathematics

Higgins

Parsons

2009

Journal of Teacher Education

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“…The responsibility of poor international standing of our students has been widely attributed to the lack of quality in our mathematics teaching (Garden, 1997: the New Zealand Ministry of Education, 1997a; the New Zealand Ministry of Education, 1997b; and the Education Review Office, 2000) (p. 1). Higgins (2002) credits the development of the Numeracy Project to poor results in TIMSS. She also cites problems with the implementation of MiNZC, as noted by ERO (1994a) and Holton et al (1996), and poor student achievement in mathematics as identified by Flockton and Crooks (1997).…”

Section: Government's Responses To International Comparative Studiesmentioning

confidence: 99%

“…In 2000, the Ministry of Education introduced the Count Me In Too professional development programme, which later grew into the Numeracy Project in response to the low performance of New Zealand students in the 1994 TIMSS study (Higgins, 2002). This was one element of the Literacy and Numeracy Strategy.…”

Section: Government's Responses To International Comparative Studiesmentioning

confidence: 99%

“…International testing makes very few demands on schools directly in terms of the manageability of assessment. However, it could be argued that assessment demands associated with the Numeracy Project can be traced to New Zealand's poor results in the TIMSS assessment in the mid-nineties (Higgins, 2002). As stated in the previous paragraph, Knight (2000) presents the view that these poor results also influenced the introduction of the annual assessment requirements that were made mandatory with the Education Amendment Bill No 2 (2000).…”

Section: International Assessment and Manageabilitymentioning

confidence: 99%

“…The implementation of the Numeracy Project began in 2000 with a national pilot Count Me In Too in 2000 and by 2006 had included 23 000 primary school teachers (Fancy, 2006). In 2002, The Numeracy Development Project: Policy to Practice (Higgins, 2002) traced the rationale and policy developments associated with this project. She stated that the Project was a result of a number of concerns about mathematics education in primary schools.…”

Section: Numeracy Projectmentioning

confidence: 99%

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A Case Study of the Manageability and Utility of Assessment in Three New Zealand Primary Schools 1993-2006

Young¹

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<p>This study is concerned with the manageability of assessment in New Zealand schools. In order for assessment to be effective in schools, it needs to be manageable. This is especially important for New Zealand schools in the light of the changes in administration and curriculum introduced in the early 1990s. These reforms which were termed Tomorrow's Schools introduced radical changes to New Zealand schools in the areas of governance, management, the curriculum, assessment, and quality assurance. In the area of assessment, primary schools were presented with a number of challenges which included a requirement to assess a highly structured curriculum with close to 1000 achievement objectives, many of which were open to different interpretation. There was also an expectation to assess against the structure of this new rapidly introduced curriculum, without any tools provided for such assessment. The New Zealand system also departed from other countries in that it made no distinction in terms of importance in teaching and assessment between what are usually considered the core activities of primary school education, literacy and numeracy, and other learning areas. In light of these challenges it is not surprising that a number of the assessment processes that schools developed and used were questionable in terms of manageability and utility. The aim of this research is to examine the effect of government policy and international movements in assessment on the manageability of assessment practice in New Zealand primary schools during the period 1990-2006. The research also examines what is meant by the terms manageability and utility when applied to the context of primary school assessment. By means of case study research, the investigation explores assessment practice in three Wellington primary schools during 2006-2007. The case studies sought to understand current assessment practices in terms of the reforms of the early nineties, as well as more recent developments in assessment in New Zealand. The research illustrated that while these three New Zealand schools still faced some major issues in terms of the manageability and utility of assessment, their views were more optimistic and positive than earlier research studies had reported.</p>

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Vielfalt wahrnehmen durch diagnostische Interviews 1 - Interview und neuseeländisches Lernentwicklungsmodell Numeracy

Kkatzenbach¹,

Bicker²,

Cramer³

et al. 2014

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The Numeracy Development Project: Policy to Practice

Cited by 8 publications

References 0 publications

A Successful Professional Development Model in Mathematics

A Successful Professional Development Model in Mathematics

A Case Study of the Manageability and Utility of Assessment in Three New Zealand Primary Schools 1993-2006

Vielfalt wahrnehmen durch diagnostische Interviews 1 - Interview und neuseeländisches Lernentwicklungsmodell Numeracy

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