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Media headlines ensure that we are constantly reminded of the presence of bullying in our schools. This article draws on responses to a national survey on barriers to student learning. The strategies...


The purpose of this paper is to understand how teachers’ identities as assessors in a standards-referenced assessment system may be developed through their participation in online social moderation...

In a year of unprecedented events in New Zealand’s history, in which I was to lose people close to me and in which I saw firsthand the toll taken on my hometown community of Greymouth and my...


Fractions are important mathematically and in everyday life but are complicated and difficult to learn. Teachers therefore need to be able to work out what students understand about fractions and...

Assessment, much like learning, is interactive, social and contextual. New information and experience is understood and assimilated in relation to prior knowledge and experiences. While it is...

This paper explores views of mathematics that have been offered in parliamentary exchanges over the past two decades. It makes connections between the development of mathematics curriculum and the...

Since 1995, New Zealand’s National Education Monitoring Project (NEMP) has been responsible for the national assessment of students’ achievement in each of the learning areas in the curriculum. One...

The official New Zealand curriculum as it pertains to social sciences embodies tensions between newer transformative and older transmissive agendas for education, and in its disciplinary divisions....

How can teachers support students' additive thinking? This article focuses on the study of a lesson designed to teach the equal additions strategy for subtraction, in which many teachers, despite...

International comparative studies offer unique opportunities to interrogate and challenge embedded practices within education systems. In this paper we explore the textbook presentation of fractions...
