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Mathematical learning is an integral part of early childhood education (ECE). In Aotearoa New Zealand there is a range of valuable curriculum resources including Te Kākano, a “living, evolving”...
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Though they are geographically close, England and France’s underlying philosophies regarding education and, for the focus of this paper, mathematics education, exhibit differences worth considering....
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My aim in this article is to encourage educators to deeply consider the values of justice and care in curriculum design and delivery. To support this argument I describe interviews with 12 women who...
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In their introductory acknowledgements to this two-volume set, editors Robin Averill and Roger Harvey recall that the initial idea behind the books was to create a suitable text for secondary...
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Recent attention to the idea of “student voice” provides an interesting framework for considering the articles in this edition of set: Research Information for Teachers as an overall collection. They...
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Informal formative assessment practices, which occur as part of the dialogic interactions happening in the everyday classroom, are not well understood by many teachers. The successful implementation...
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In Sweden, systematic reviews have prompted a strong government focus on implementing formative assessment in science and mathematics education. However, the intention behind this investment—to...
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In this article we draw on ideas of boundary crossing and boundary objects as a way of thinking about preservice teachers’ metaphors about the nature of mathematics. During a graduate primary...
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There is much international evidence that parental involvement in children’s learning can positively influence achievement. New Zealand policy expects schools to nurture such involvement,...
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