An Effective Identification and Response to Children’s Learning Needs in Number.

Why do New Zealand children have low achievement scores in Mathematics in comparison to many developed countries? How can their learning needs be identified, and what can be done to ensure they will be able to participate successfully in New Zealand’s knowledge based economy? These questions form the basis of this paper which describes a significant and innovative New Zealand initiative aimed at raising children’s achievements in mathematics by improving teachers ’ professional knowledge, skills and confidence. The Numeracy Development Project has been developed through the Ministry of Education’s Literacy and Numeracy strategy which has three key foci: clarifying expectations, improving professional capability and involving the community. The word ‘numeracy ’ is usually associated with basic principles of mathematics and science. However, in New Zealand, the Numeracy Development Project has as its reference the number strand in Mathematics in the New Zealand Curriculum (MINZC). That focus is the vehicle through which the professional development is delivered to teachers. It is envisaged that other aspects of numeracy will be developed in the future. Within the context of the Numeracy Development Project classroom teachers are able to effectively identify and respond to children’s learning needs with regard to number. Historical Backgroun