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49
Findings from the New Zealand Numeracy Development Projects 2009
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^ci]ZhVbeaZVahd]VYgZhjaih[dgi]Zild`cdlaZY\ZYdbV^chd[eaVXZkVajZVcYWVh^X[VXih!l]^X]
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IVWaZh&VcY'egdk^YZYZbd\gVe]^X^c[dgbVi^dcVWdjii]ZhijYZcih^ci]ZhVbeaZ#
Table 1
Ethnicity and Gender of Participating Students
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50
The Development of Students’ Ability in Strategy and Knowledge
Table 2
Year Level and School Decile of Participating Students
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Analysis
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51
Findings from the New Zealand Numeracy Development Projects 2009
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What Is the Relationship between Growth in Students’ Ability in Strategy and Growth in
Students’ Ability in Knowledge?
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Figure 1. Mean strategy and knowledge ability estimates in logits at each primary school year.
Error bars denote standard errors of the mean.
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52
The Development of Students’ Ability in Strategy and Knowledge
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Table 3
Percentages of Year 8 Students at Each Stage of Each Domain in 2008, N = 375
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hXVaZgZaVi^kZid\gdli]dci]Z`cdlaZY\ZhXVaZXVcWZViig^WjiZYidVXZ^a^c\Z[[ZXi#
To What Extent Does Prior Ability in Strategy and Knowledge Predict Later Ability in
Strategy and Knowledge?
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53
Findings from the New Zealand Numeracy Development Projects 2009
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Table 4
Proportions of Unique and Total Variance on Later Strategy and Knowledge Performance Scales
Accounted for by Prior Performance on Strategy and Knowledge Scales
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54
The Development of Students’ Ability in Strategy and Knowledge
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Figure 2. Percentage of variance in students’ strategy and knowledge ability that is explained by prior performance
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55
Findings from the New Zealand Numeracy Development Projects 2009
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Figure 3. Relationship between strategy and knowledge development, as depicted in NDP materials
(Ministry of Education, 2007, p. 1)
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56
The Development of Students’ Ability in Strategy and Knowledge
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