Abstract
This chapter discusses the importance of maintaining the momentum of the RoleM project (and other like projects), and gaining its sustainability for students and teachers in marginalized contexts. New Zealand and Canadian perspectives are presented in relation to actions that ensure a smooth transition for these young children throughout their first four years of school. Differences and similarities are drawn between all contents to present key factors that support sustainability of programs in schools. Finally, conclusions are drawn, and actions delineated that ensure a smooth transition for these young students throughout their first four years of school.
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- 1.
This contribution has been written by Associate Professor Roberta Hunter and Dr. Jodie Hunter from Massey University.
- 2.
This contribution has been written by Associate Professor Jacqueline Ottmann,University of Calgary Werklund School of Education.
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Warren, E., Miller, J. (2016). Maintaining the Momentum. In: Mathematics at the Margins. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-0703-3_7
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DOI: https://doi.org/10.1007/978-981-10-0703-3_7
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