Count Me In Too evaluation reports
The mathematics programs in operation in NSW public schools not only draw upon research but also contribute to the body of educational research.
Count Me In Too evaluations
CMIT evaluation, 2000 (pdf - 348kb)
The 2000 evaluation, Count Me In Too: A case study of implementation, extended the findings of the 1999 study of teachers' professional knowledge by documenting the actual professional development process.
Effect of CMIT on Yr 3 BST results, 2001 (pdf- 240kb)
The 2001 evaluation, The effect of Count Me In Too on Year 3 Basic Skills Test Results, was an exploratory study investigating a possible causal link between implementing the program and significant improvement in Year 3 Basic Skills Test results in numeracy. The most commonly cited changes that occurred as a direct result of Count Me In Too included “teaching that was more explicit and systematic,…more explicit assessment and reporting procedures” (p. v). “The study found that multiple factors were offered as reasons why the Year 3 BST results in numeracy. … While a positive school culture was perceived by many teachers to be a major reason for the improved Year 3 BST results, it cannot be credited with being the determining factor. If this was the case then we would expect to see a similar upward trend in Year 5 BST results at each of the schools” (p. v-vi).
CMIT and Yr 3 BST: 2001-2002 Follow-up study (480 - kb)
The 2002 evaluation, Year 3 Basic Skills Test Numeracy Scores and the Implementation of Count Me In Too: 2001-2002 Follow-up study, looked at the BST results of a sample of 71 schools from across the 40 school districts. All of these schools had implemented Count Me In Too consistently in all their K-2 classes for at least 2 years. The evaluation found that: “The increase in mean Year 3 BST numeracy scores from 1997 to 2001 (0.13) is about one-third of the variation between schools within each year. Statistically, the probability of such an increase occurring by chance is less than 5%, a standard benchmark for statistical significance. No such trend occurred in Year 3 BST literacy scores, or in Year 5 numeracy or literacy scores. A supplementary analysis of the 2002 BST results showed that the improvement in Year 3 numeracy results, both absolutely and relative to the literacy scores, was maintained. It seems reasonable to conclude that, on the average, implementation of CMIT in NSW public schools has caused a definite improvement in Year 3 BST numeracy results.
CMIT An evaluation of the Facilitator model 2004
This report presents the findings of an investigation into the Count Me In Too program operating in Department of Education and Training schools across NSW. The study was conducted from February, 2004 to September, 2004. Its aim was to evaluate the effectiveness of the facuilitator's role within the CMIT program. This evaluation utilised data from four sources: facilitators, consultants, principals of schools where the facilitator model operated and school action plans for the expansion of CMIT.
Supporting Teachers in the Development of Young Children's Mathematical Thinking: Three Large Scale Cases (89.6 KB)
Mathematical Educational Research Journal, 2005, Vol 16, No3, pp27-57. Janette Bobis, Barbara Clarke, Doug Clarke, Peter Gould, Gill Thomas, Bob Wright and Jenny Young-Leveridge.
Recognition of the importance of the early childhood years in the development of numeracy is a significant characteristic of the New Zealand Numeracy Development Project, the Victorian Early Numeracy Research Project and the Count Me In Too program in New South Wales, Australia. This article outlinesthe background, key components and major impacts of these three innovative and successful professional development and research initiatives. Juxtaposing the three projects highlights important commonalities—research-based frameworks, diagnostic interviews, and whole-school approaches to professional development. Each program has been significant in rethinking what mathematics and how mathematics is taught to young children.
CMIT - Factors affecting the sustainability and expansion of Count Me In Too - 2006
This study reports on the factors affecting the sustainability and expansion of CMIT in low socio-economic primary schools where a facilitator is operating. Four schools were evaluated and information was gathered from three main sources; documentation, interviews with key personnel, and classroom visits. The evaluation reported that the facilitator model is a "driving -force" in schools to assist with the long-term sustainability of CMIT.
The Learning Framework In Number and its impact on teacher knowledge and pedagogy
2008 (pdf - 1.63MB)
This study is concerned with teacher professional learning and the impact of this learning on teaching practices. Its focus is on teacher knowledge of the Learning Framework In Number [LFIN] from theCount Me In Too [CMIT] numeracy project operating in Department of Education & Training (DET) schools across New South Wales
In particular, the study addresses the following research questions:
1. What are teachers’ perceptions about the degree to which CMIT is being implemented at the school and classroom levels?
2. What are teachers’ perceptions about the extent of their knowledge of the Learning Framework In Number?
3. Do teachers perceive that the Learning Framework In Number has impacted on teaching practices at the school, classroom and student levels? If so, how? If not, why?
4. How confident do teachers feel about identifying children’s levels of mathematical development on the LFIN?
5. To what extent is the CMIT planning matrix a useful tool for identifying the level of reported implementation of the program at the school and classroom levels?
CMIT Space (pdf - 260kb)
Research into the teaching and learning of spatial concepts and imagery has been carried out in NSW primary schools to improve curriculum development and delivery.The evaluation is on the implementation of the Count Me Into Space professional development program, implemented over two years with consultancy support. This report was prepared for the NSW Department of Education and Training by Dr Kay Owens of the University of Western Sydney, 2002.
CMIT Teaching about angles 2001 (pdf - 412kb)
Teaching angles by abstraction: A professional development experiment in Year 3 2001. A report prepared for the New South Wales Department of Education and Training by Associate Professor Michael Mitchelmore, Macquarie University and Dr Paul White, Australian Catholic University
CMIT Teaching about angles 2002 (pdf - 912kb)
Teaching angles by abstraction: A second professional development experiment. A report prepared for the New South Wales Department of Education and Training by Associate Professor Michael Mitchelmore, Macquarie University and Dr Paul White, Australian Catholic University.
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