Abstract
The Counting On program was designed to support the professional learning of teachers in identifying and addressing the learning needs of students in the middle years experiencing difficulties with the early mathematical concepts and skills. The program has undergone major changes such as the inclusion of Newman's Error Analysis (NEA) in 2007. The inclusion of NEA was the result of an unusual journey, beginning in the state of Victoria Australia, travelling to the country of Brunei Darussalam before returning to the state of New South Wales Australia. Newman (1977, 1983) defined five specific reading skills crucial to performance on mathematical word problems. In this paper data will be examined arising from the Counting On evaluations focussing on student outcomes and how teachers have used NEA as a remedial and general classroom pedagogical strategy.
| Original language | English |
|---|---|
| Pages (from-to) | 100-112 |
| Number of pages | 13 |
| Journal | Brunei International Journal of Science and Mathematics Education |
| Volume | 1 |
| Issue number | 1 |
| Publication status | Published - 2009 |
Keywords
- mathematics
- word problems (mathematics)
- study and teaching (seconary)
- Australia
- problem solving
- pedagogy