TY - JOUR
T1 - Supporting teachers in the development of young children's mathematical thinking
T2 - Three large scale cases
AU - Bobis, Janette
AU - Clarke, Barbara
AU - Clarke, Doug
AU - Thomas, Gill
AU - Wright, Bob
AU - Young-Loveridge, Jenny
AU - Gould, Peter
PY - 2005
Y1 - 2005
N2 - Recognition of the importance of the early childhood years in the development of numeracy is a significant characteristic of the New Zealand Numeracy Development Project, the Victorian Early Numeracy Research Project and the Count Me In Too program in New South Wales, Australia. This article outlines the background, key components and major impacts of these three innovative and successful professional development and research initiatives. Juxtaposing the three projects highlights important commonalities-research-based frameworks, diagnostic interviews, and whole-school approaches to professional development. Each program has been significant in rethinking what mathematics and how mathematics is taught to young children.
AB - Recognition of the importance of the early childhood years in the development of numeracy is a significant characteristic of the New Zealand Numeracy Development Project, the Victorian Early Numeracy Research Project and the Count Me In Too program in New South Wales, Australia. This article outlines the background, key components and major impacts of these three innovative and successful professional development and research initiatives. Juxtaposing the three projects highlights important commonalities-research-based frameworks, diagnostic interviews, and whole-school approaches to professional development. Each program has been significant in rethinking what mathematics and how mathematics is taught to young children.
UR - http://www.scopus.com/inward/record.url?scp=77950222244&partnerID=8YFLogxK
U2 - 10.1007/BF03217400
DO - 10.1007/BF03217400
M3 - Article
VL - 16
SP - 27
EP - 57
JO - Mathematics Education Research Journal
JF - Mathematics Education Research Journal
SN - 1033-2170
IS - 3
ER -