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In every case this was accomplished without difficulty. Detailed interviews with children and parents were held at the beginning of the first year of the study, and informal conversations conducted three times a year for the following three years to track the children’s ongoing experiences with mathematics. Most discussions with parents took place in the children’s homes. In meeting their families, I was better able to appreciate what it was that the children brought to their mathematical learning at school and how the parents – and occasionally other siblings or grandparents – viewed and supported the child’s mathematical learning.

They added that: … one of the strengths of the case study is that it allows the researcher to focus on a specific instance or situation and to explore the various interactive processes at work within that situation … its prime value lies in the richness of the data that are accumulated and that can only be acquired as a result of long and painstaking observation and recording followed by subsequent analysis. (p. 114) An example of such research is Loughran and Northfield’s (1996) ethnographic case study of life for students in one Year 7 classroom.

Early Year 4) 34 34 Fig. 11 Mitchell (Early Year 4) Fig. 12 Peter (Early Year 4) Fig. 13 Dominic (Early Year 4) Fig. 14 Liam (Early Year 4) Fig. 15 Fleur (Early Year 4) 3 Children at Work Meeting the Mathematical Subjects Fig. 16 Rochelle (Early Year 4) Fig. 17 Jared (Early Year 4) Fig. 18 Toby (Early Year 4) Fig. 19 Georgina (Early Year 4) 35 35 36 36 3 Children at Work Fig. 20 Jessica (Early Year 4) As 8-year-olds, 9 of the 10 children drew themselves engaged in a writing task. Georgina drew herself with a 3-bar abacus on her desk – something that did not usually happen at maths time (see Fig.

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Apple Grove Pals - Help! Goat Is Being Helpful


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