Numeracy project: a catalyst for teacher development and teachers researching

Abstract

This article describes the everyday strategies and characteristics of a recent numeracy project involving both primary and secondary phases of schooling (5–14 years). The project is a collaborative venture involving the inspection and advisory service of a local education authority, a higher education institution and teachers. The project's focus was on teacher development in order to improve pupils' numeracy with an underlying premise that teachers needed to be aware of and gain understanding of relevant research in the area and become involved in researching for themselves. The project is continuing and the findings described are of those aspects emerging after 18 months' work.