Which learning experiences promote proportional reasoning? Here is a piece of equipment which can be integrated into lessons when dealing with ideas involving fractions, decimals, and percentages.

The focus of this article is the strategies that young children use to find the volume of rectangular prisms. Children were observed during teaching sessions and their solutions to follow-up assessment tasks were analysed. Some implications for the teaching of volume to young children are presented.

 The quality of teacher feedback to students has a considerable impact on student achievement. This research evaluates the quality of feedback given to primary students during numeracy lessons.

Researchers are always hopeful that the findings of their work will inform policy development and influence the thinking and actions of practitioners. A researcher’s job, however, is not finished when the research report is completed – this is just the beginning. For research to speak to the audience of interest ...

Research into mathematics education has highlighted that many students struggle to develop an appropriate understanding of the equals sign. When over 300 students at a large intermediate school were asked to demonstrate their understanding of the sign by solving a simple equation, more than half interpreted it incorrectly. This article ...

The notion of “kanohi ki te kanohi” contact between boards of trustees, teachers and Māori whānau is explored as a simple yet effective mode for developing genuine partnership between schools and their Māori communities.

This paper condenses our conclusions from an extensive review of published evidence concerning teaching strategies used with children with learning difficulties. The review was carried out in 1999–2000 and has parallels with “best evidence” reviews in medical education.

How can the New Zealand curriculum encompass Māori values and perspectives? Arohia Durie comments on the issues.
 

In 1997 the Ministry of Education launched the School Entry Assessment (SEA) kit, a non-mandatory set of standardised assessment tasks for new entrants. Teachers at 75 Auckland primary schools were asked about which SEA tasks they were using, and why – or why not. Teachers’ judgments about SEA were influenced ...

A group of teachers examined over 400 assessment tasks in the NEMP probe study reports from 1995 to 2000. From mapping each task onto the curriculum, the teachers were able to identify 23 tasks which were particularly innovative, exciting, easy to implement, and excellent models of the wide range of ...