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- W2124112822 abstract "The New Zealand Numeracy Development Project is an example of a professionallearning and development initiative that has been progressively scaled up across asystem to improve teacher knowledge and practice and student outcomes inmathematics. This paper examines two elements of the project’s design that havebeen pivotal in enabling teachers to adopt ambitious pedagogical practices inmathematics: classroom-focused opportunities to learn and access to externalexpertise. Four aspects of facilitator practice that impact on teachers’ practice areidentified: a focus on students’ mathematical thinking; the use of pedagogical toolsto structure teaching tasks; modelling and the provision of commentary; andobservation and the provision of feedback. The question of sufficiency ofprofessional learning and development opportunities is raised, particularly inenabling all teachers to respond to the challenge of providing equitable opportunitiesto learn for a diverse student population. The challenge of how systems can build thecapability of facilitators so that they can engage teachers in substantive new learningand practice is highlighted as an important area for further investigation." @default.
- W2124112822 created "2016-06-24" @default.
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- W2124112822 date "2011-01-01" @default.
- W2124112822 modified "2023-09-22" @default.
- W2124112822 title "Professional Learning Opportunities in the Classroom: Implications for Scaling Up System- Level Professional Development in Mathematics" @default.
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