This NEMP Probe study was associated with the course, TL835 Issues
in Numeracy, in the Master of Teaching and Learning of the Christchurch
College of Education. In 2005 five students enrolled in the course
were required to collaboratively and individually analyse NEMP data
for a research assignment within this course. The students were
fourth year primary teacher education students enrolled in the full-time
BTchLn(Hons) programme at the Christchurch College of Education.
In this report, these five students are collectively referred to
as the 'research team' and individually as researchers, and the
author is the course lecturer. This report discusses some background
issues to the study, outlines the analysis design and summarises
key aspects of the analysis of the data from the research team.
about the process of incorporating experience with NEMP data within
coursework is reported elsewhere.
research team were Helen Abrahams, Rebecca Hinton, Erin Hollis,
Tineke Schat and Julianne May. Their analyses and findings are collectively
acknowledged. I also acknowledge the support and assistance of the
following: Clare van Hasselt and Associate Prof Alison Gilmore of
the Unit for Educational Evaluation (USEE), University of Canterbury,
Dr Susan Lovett of Christchurch College of Education and the staff
of the EARU office in Dunedin who supported this Probe Study.