Gregor Lomas
The development of a strategy teaching model associated with the New Zealand Numeracy Development Projects is presented and examined against a Design Research framework. The development while informed by literature, multiple forms of feedback from practitioners, and a clear intent to make it workable for teachers, was a responsive and organic process. It can appear not to have been the result of research or been formally researched overall. However, this examination of the development of the Numeracy Development Projects Strategy Teaching Model suggests otherwise indicating that it is the result of a research process albeit an informal one.