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Friday, 05 September 2014 16:19

The Learning Framework In Number and its impact on teacher knowledge and pedagogy

Authors: Janette BobisCMIT learning framework in number cover small

Evaluator Company/Business: University of Sydney

Year: 2009

URL or PDF: Download the full publication (1.7 MB)

Summary: The aim of this study was to determine the impact of teacher professional learning on teacher knowledge of the Learning Framework In Number (LFIN) from the Count Me In Too (CMIT) numeracy project. Three primary schools were purposively selected and a case study of each school was compiled. Data from surveys, interviews and school documentation were collected. The overall results of the study indicated that there was a diverse range of knowledge of CMIT and the use of LFIN in schools.

 

 

 

 

 

Additional Info

  • Year: 2009
  • Classification: Other Evidence
  • Study Type: Expert opinion
  • Evaluation Type: Both process and outcome
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