Numeracy in Early Childhood: Shared Contexts for Teaching & Learning, Volume 2
This book demonstrates how early childhood practitioners can stimulate and facilitate numeracy education from infancy by listening, observing and responding to the mathematical content in children's everyday life. Detailed observations of real life situations and dialogue assist pre-service teachers to make sense of mathematical meanings and teaching strategies. With reference to the Australian Association of Mathematics Teachers' Standards of Excellence, current early education teaching models and planning and assessment practices are examined. Mathematical concepts are simply explained to assist the readers' own conceptual knowledge, so that they can recognize the mathematics and support children in their numeracy development. The underlying theories and current research into children's learning is used to examine children's acquisition of numerate identities.
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2 Shared Contexts for Teaching and Learning
Children Becoming Numerate
I The Role of Language in Learning
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AAMT abstract adult assessment Association of Mathematics Australian Association blocks challenge chapter child classroom classroom management cognitive collaborative communication roles construction constructivist counting create curriculum Deakin University demonstrated developmentally appropriate practice early childhood education educating community engagement example experiences explain facilitate Figure Fleer ﬂexibility focus goals identifying identity interactions interpersonal motivations interpretations involves knowledge language leamers learning potential literacy Locating Macmillan mathematical activities mathematical concepts mathematical meanings mathematics education Mathematics Teachers negotiate numeracy education objects observation ofthe organisation outcomes Paddle Pop participation pattems pedagogy perceptual planning play position practice preschool problem-solving problems procedures reﬂect relationships responsive control strategies sense shape shared contexts Situated learning social and cultural social context sociocultural perspective South Wales support mathematical Surry Hills Table task teaching and leaming teaching strategies tessellation thinking processes understanding Wenger young children