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Abstract
The Nuffield Year 4 project set out to examine selected aspects of the impact of the National Numeracy Strategy (NNS) in primary schools by using comparable data on Year 4 pupil attainment and teaching collected in 1997/98 and 2001/02, two years before and two years after the introduction of the Numeracy Strategy. In this second paper we address the following questions:
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How and to what extent has numeracy teaching in Year 4 changed?
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Why have these changes occurred?
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How can we improve future implementation of reforms?
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How can we inform continuing professional development?