SPRING into Maths: Working Collaboratively to Implement a Tier 2 Support System that Improves Student Achievement in Mathematics

Authors

  • Druinie Perera RTLB Cluster 8
  • Michelle Fepulea'i Ngā iwi School
  • Dianne Ley RTLB Cluster 8

DOI:

https://doi.org/10.54322/kairaranga.v20i1.310

Keywords:

practitioner voice, SPRING into maths, tier 2 intervention

Abstract

Research into the effectiveness of SPRING into Maths as a Tier 2 intervention is limited. This article aims to extend the evidence base for SPRING into Maths through reflective practice that links practitioner voice with theory. The article applies a theoretical
lens to SPRING into Maths and provides insights into the journey of a group of practitioners who worked collaboratively to implement SPRING into Maths as a Tier 2 support system at Tamaki Primary School in Auckland.

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Published

06-01-2020

Issue

Vol. 20 No. 1 (2019)

Section

Vol 20 Iss 1

License

Copyright (c) 2022 Druinie Perera, Michelle Fepulea'i, Dianne Ley

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

How to Cite

SPRING into Maths: Working Collaboratively to Implement a Tier 2 Support System that Improves Student Achievement in Mathematics . (2020). Kairaranga, 20(1), 24-32. https://doi.org/10.54322/kairaranga.v20i1.310