The overall aim of this project is to explore how approximately 40 small interventions influence mathematics learning. NZCER will explore relationships between the different interventions and the relative growth students make in order to explore this aim. The growth will be based upon both achievement data and on affective factors including the students’ mathematical identity.

Collection was done of pre-and post-data on student achievement and attitudes using PATs, the numeracy diagnostic survey and an attitudinal survey. Information gathered from the teachers and numeracy facilitators involved using reflective questionnaires that outlined the nature of the intervention, and their reflections about its efficacy. Exploratory analysis will look at the relationship between student growth and aspects of the interventions.