Abstract
This paper explores the impact of the Bridging the Numeracy Gap Project on the wholenumber
learning of Prep and Grade 1 students living in a low SES community. The findings
suggest that an approach that includes a specialist mathematics teacher who provides
specialised programs for mathematically vulnerable students, and who works in partnership
with classroom teachers to design individual learning plans, and classroom mathematics
programs that cater for the diverse range of students learning needs, has a positive effect
on mathematics learning and instruction.
| Original language | English |
|---|---|
| Title of host publication | Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia |
| Editors | Len Sparrow, Barry Kissane, Chris Hurst |
| Place of Publication | Adelaide SA Australia |
| Publisher | Mathematics Education Research Group of Australasia (MERGA) |
| Pages | 202 - 209 |
| Number of pages | 8 |
| ISBN (Print) | 9781920846251 |
| Publication status | Published - 2010 |
| Event | Annual conference of the Mathematics Education Research Group of Australasia 2010 - Fremantle, Australia Duration: 3 Jul 2010 → 7 Jul 2010 Conference number: 33rd https://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2010_MERGA_CP.aspx (Proceedings) |
Conference
| Conference | Annual conference of the Mathematics Education Research Group of Australasia 2010 |
|---|---|
| Abbreviated title | MERGA 2010 |
| Country/Territory | Australia |
| City | Fremantle |
| Period | 3/07/10 → 7/07/10 |
| Internet address |