Reproduced with the kind permission of the copyright owner. Copyright: 2004, Post Pressed Number Learning in the Primary Years

This chapter provides an overview of recent Australasian research on immber learning in the primary years-that is, research pertaining to the l1.umber learning of 5- to 12-year-old children. The research has been categorised using the headings of (a) developmental frameworks in number, (b) counting, (c) place value and the number system, (d) addition and subtraction, (e) mUltiplication and division, (f) mental computation, (g) number sense, and (h) fractions and decimals. Developmental Frameworks Over the past 4 years a large number of research studies have been instigated by government numeracy initiatives. Much of the Australasian research into children's early number learning has its roots in the work of Steffe and von Glasersfeld in the United States (Steffe, Cobb, & von Glasersfeld, 1988) and Wright (1994). A major feature of such research has been the construction of developmental frameworks. For example, the Count Me In Too project in New South Wales (NSW) and the Victorian Earl