Count Me In Too: the Learning Framework In Number and its impact on teacher knowledge and pedagogy
|University of Sydney
|Both process and outcome
The aim of this study was to determine the impact of teacher professional learning on teacher knowledge of the Learning Framework In Number (LFIN) from the Count Me In Too (CMIT) numeracy project. Three primary schools were purposively selected and a case study of each school was compiled. Data from surveys, interviews and school documentation were collected. The overall results of the study indicated that there was a diverse range of knowledge of CMIT and the use of LFIN in schools.