New Zealand developed the Early Numeracy Project for Years 1–3 in 2000–2001, based on the New South Wales’ Count Me In Too, and much has happened in mathematics education since. Change is inevitable and numeracy has moved on.Today the New Zealand Number Framework, the Diagnostic Interview and Teaching Model now underpin numeracy teaching practice in over 14,000 classrooms from Year 1–9. Important developments to date have included a flexible national database and web site, well-developed supporting materials and data-rich annual evaluation reports which inform future direction and expectation of achievement. Because the Numeracy Project is evolving, further development and consolidation will continue. This paper gives a brief background to the Numeracy Project and outlines, through a story, how evidence-based teaching is an integral part of classroom practice.
Tozer, Lynn and Holmes, Marilyn, "Moving on from Count Me In Too: Evidence-based teaching and learning in numeracy in the early and middle years of schooling" (2005).