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A critical component in the development of students' statistical thinking and reasoning is transnumerative thinking; that is, changing representations of data to engender an understanding of observed...
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Education for the environment is invariably considered to be the fundamental element in education "in, about, and for" the environment. However, research from New Zealand and elsewhere suggests that...
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Charles Darr reports on his experience in creating a mathematics test using asTTle, comments on his perceptions, and discusses some of the strengths and weaknesses of this new assessment package for...
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Earlier this year 225 primary, intermediate and secondary schools took part in a national consultation on the draft national exemplars. Schools effectively trialled the exemplars and provided...
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The literature on curriculum delivery in New Zealand for Years 9 and 10 has acknowledged that differences exist between the delivery styles in primary and secondary schools, but it has offered little...
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Research into primary teachers’ assessment and recording practices highlights three approaches to classroom assessment. These are analysed to show how they contribute to both formative and summative...
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Real improvement cannot come from anywhere other than within schools themselves. “Within” is a complex web of values and beliefs, norms, social and power relationships and emotions. Changing schools...
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Most children have trouble understanding decimals - they confuse them with whole numbers or with fractions. Here are some concrete suggestions for how children can use their everyday knowledge to...
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The introduction of information skills into the New Zealand Curriculum has signalled a change in direction for education from teacher-centred learning to student-centred learning. However, before...
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There is growing pressure for all teachers to become teachers of values. Here are some ways in which mathematics teachers can incorporate values education into their existing mathematics programme...
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