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The progressions and the research base

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Last updated 26 October 2012 15:28 by NZTecAdmin

The numeracy learning progressions are consistent with the best and most recent evidence about learning mathematics. However, there are significant gaps in the existing research and not all areas of mathematics learning have a strong research base. For example, there is considerably more research, nationally and internationally, into the ways that learners develop numeric understandings than there is into the ways that they develop spatial or statistical understandings. The empirical research in the field of adults’ mathematics learning is limited.80 Because of this, the development of the numeracy learning progressions has been informed by and builds upon the extensive research on children’s learning of mathematics. The writers of the progressions have also drawn on the development that was undertaken for the mathematics component of the Equipped for the Future Content Standards.81

The numeracy learning progressions necessarily cover only a portion of the possible aspects of numeracy development. Some aspects may fall below those described at the start of each progression and there are also, of course, levels of numeracy expertise that are higher than those described in the progressions.

80 Baxter et al., 2006.

81 Stein, 2000.


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