What does it take to achieve lasting improvement in student Numeracy? According to contributors in Leading Improvements in Student Numeracy, high quality teaching combined with educational leadership at a schools and systems level can attain just that.

Founded upon evidence and research from the Leading Aligned Numeracy Development (LAND) project – an Australian government initiative – this groundbreaking resource provides a practical framework, as well as guidelines and tools, to develop teacher competence and enhance leadership systems that support and consolidate student numeracy skills.

Divided into sections that build on principles and knowledge step-by-step, this book is designed to address the ‘numeracy challenge’ from a student achievement, teacher quality, school leadership and system policy perspective. Real-world insights, quotes and examples are drawn from a range of schools and central offices, in low SES rural, remote and metropolitan regions.

A supporting website provides documentation to assist staff in schools and departments implement change and facilitate improvements in student numeracy that are measurable, achievable and sustained.

About the Author

Mike Gaffney is a Professor at the Faculty of Education, Science, Technology and Mathematics, University of Canberra. He has wide experience as a teacher, an education system senior executive, and as a researcher, consultant and policy adviser. His work is focused on supporting teachers, principals, central office staff and policymakers to develop their capability to lead sustainable, worthwhile and systemic improvement in student achievement.

Rhonda Faragher is a Senior Lecturer in Mathematics Education at the Australian Catholic University where she is Head of Education at the Canberra Campus. She is an experienced teacher and researcher and is a recipient of a number

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