Over the last decade many western countries have undertaken educational reforms in an effort to increase student achievement in mathematics. In New Zealand the government funded the Numeracy Development (NDP) a professional development initiated in 1999 in response to student under-achievement in the TIMSS mathematics tests.This book investigates the intentions of NDP in relation to the perspectives of eight teachers who participated in this mathematical reform programme. The teachers perceptions of their experiences are considered in relation to the baseline intentions of NDP.The book...