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This paper reports on a year long, state wide research project that aimed to assist primary and secondary teachers to improve their teaching and learning practices through engagement with a new model of numeracy. Data collection included sequence maps of participants’ development as teachers of numeracy as elements of the model became more prominent in their thinking and planning. Semi-structured interviews were also used to clarify and expand upon teachers’ perceptions of their own development. Findings include a propensity to begin with the dispositions element of the model but responses showed that in most cases all elements were eventually addressed by each teacher.

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