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The purpose of this study is to examine the changes that occurred in teachers' thinking and practice as a result of taking part in the Early Numeracy Project (ENP). The study took place in the Junior department of a high decile primary school in the South Island. Data was collected using the following methods: • Three in-depth interviews with four teachers taking part in the ENP . Field notes gathered from cluster workshops and syndicate meetings The four participating teachers in this studydoi:10.26021/9739 fatcat:sqfcpwzgkndn7jsfjx2g26tjiq