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dc.contributor.authorYoung-Loveridge, Jennifer
dc.date.accessioned2011-03-23T03:47:42Z
dc.date.available2011-03-23T03:47:42Z
dc.date.issued2011
dc.identifier.citationYoung-Loveridge, J. (2011). Assessing the mathematical thinking of young children in New Zealand: the initial school years. Early Child Development and Care, 181(2), 267-276.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/5196
dc.description.abstractThis paper provides an overview of assessment policy and practice in mathematics for early years classrooms in New Zealand between 1993 and the present day. It describes the introduction of school entry assessment for children starting school at age five. A numeracy initiative, the Numeracy Development Projects (NDP), for students in Years 1-10 was developed a decade ago out of a pilot project with Count Me In Too. Most recently, a consultation process was undertaken as part of introducing national standards in mathematics for students in Years 1-8. The paper also presents some data from assessments by teachers as part of the NDP initiative, showing the complex relationships between number knowledge and strategy for students in Years 1-4. The paper concludes by asking that individual diagnostic interviews to enable the provision of quality teaching continue to be supported as part of the introduction of national standards.en_NZ
dc.language.isoen
dc.publisherRoutledgeen_NZ
dc.relation.urihttp://www.informaworld.com/smpp/content~db=all~content=a933274770en_NZ
dc.subjectmathematicsen_NZ
dc.subjectnumeracyen_NZ
dc.subjectassessmenten_NZ
dc.titleAssessing the mathematical thinking of young children in New Zealand: the initial school yearsen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1080/03004430.2011.536645en_NZ
dc.relation.isPartOfEarly Child Development and Careen_NZ
pubs.begin-page267en_NZ
pubs.elements-id36571
pubs.end-page276en_NZ
pubs.issue2en_NZ
pubs.volume181en_NZ


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