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This paper reports on a project that helped teachers to plan and implement numeracy strategies across the school curriculum. Because teachers need to model the kind of numeracy they want their students to develop, we examined how their personal conceptions of numeracy changed during the project. Teachers came to a richer understanding of numeracy that emphasised effective use of mathematical knowledge and skills, solving problems in everyday contexts, and positive dispositions. Other components of numeracy - use of tools and development of a critical orientation - were less often incorporated into teachers' personal conceptions of numeracy.

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