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Abstract. This introduction sets the scene for the remainder of the book by considering first the international context of widespread concern about the improvement of numeracy skills. Thi… mais…

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Abstract. This introduction sets the scene for the remainder of the book by considering first the international context of widespread concern about the improvement of numeracy skills. Thi… mais…

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ISBN: 9781402036767

Abstract. This introduction sets the scene for the remainder of the book by considering first the international context of widespread concern about the improvement of numeracy skills. Thi… mais…

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Navigating Numeracies: Home/School Numeracy Practices - Brian V. Street/ Dave Baker/ Alison Tomlin
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Brian V. Street/ Dave Baker/ Alison Tomlin:
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2005, ISBN: 9781402036767

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Navigating Numeracies - Brian V. Street; Dave Baker; Alison Tomlin
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Brian V. Street; Dave Baker; Alison Tomlin:
Navigating Numeracies - encadernado, livro de bolso

2005, ISBN: 9781402036767

Home/School Numeracy Practices, 2005 ed., Hardcover, Buch, [PU: Springer-Verlag New York Inc.]

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Navigating Numeracies: Home/School Numeracy Practices

The book aims to further understanding of why some pupils have low achievement in numeracy in the school context. The authors aim to achieve this by a relatively original view that focuses on numeracy as a social practice. They report on their investigations into the meanings and uses of numeracy in school and home and community contexts, using ethnographic-style approaches, including formal and informal interviews and observations. The book will be useful for policy, practice and further research into the teaching and learning of mathematics in schools. It will therefore be of interest to policy makers, teachers and practitioners, academics and practitioners in teacher education, education researchers, and parents and community leaders. TOC:Preface.- Margaret Brown: The Leverhulme Numeracy Programme.- The Context: Section Introduction. Introduction: The research aims and synopsis of book.- Explanations for low achievement; class, poverty, ethnicity.- Theory and Methodology: Section Introduction.- Theoretical Positions: A 'social practice' approach to numeracy; Numeracy events and practices.- Methodology: Exploring the relationship between home and school; domains and sites, case studies and critical incidents.- Case Studies: Section Introduction.- Children: a Seth (Mo)b Kim (Ta) c Antonia (Ro).- Schools a Mountford b Tarnside c Rowan.- Themes: Section Introduction.- Numeracy Practices at School: Engagement, Coded Questions and Switching.- Numeracy Practices at home: Cultural resources.- Numeracy Practices: relations of Home and School.- Conclusion: Explanations for Low achievement.- Implications for Practice, Policy and Research.

Dados detalhados do livro - Navigating Numeracies: Home/School Numeracy Practices


EAN (ISBN-13): 9781402036767
ISBN (ISBN-10): 1402036760
Livro de capa dura
Livro de bolso
Ano de publicação: 2005
Editor/Editora: SPRINGER NATURE
218 Páginas
Peso: 0,499 kg
Língua: eng/Englisch

Livro na base de dados desde 2007-06-03T09:43:08+01:00 (Lisbon)
Página de detalhes modificada pela última vez em 2023-07-10T02:05:14+01:00 (Lisbon)
Número ISBN/EAN: 1402036760

Número ISBN - Ortografia alternativa:
1-4020-3676-0, 978-1-4020-3676-7
Ortografia alternativa e termos de pesquisa relacionados:
Autor do livro: street, tomlin, ian baker, brain, baker brian, baker jed, dave naz, lapointe
Título do livro: away from home, each his home, school what, nowhere home, practices looking


Dados da editora

Autor: Brian V. Street; Dave Baker; Alison Tomlin
Título: Navigating Numeracies - Home/School Numeracy Practices
Editora: Springer; Springer Netherland
218 Páginas
Ano de publicação: 2005-11-22
Dordrecht; NL
Língua: Inglês
106,99 € (DE)
109,99 € (AT)
118,00 CHF (CH)
Available
XXVI, 218 p.

BB; Hardcover, Softcover / Pädagogik/Schulpädagogik, Didaktik, Methodik; Fachspezifischer Unterricht; Verstehen; Leverhulme; education; educational research; learning; numeracy; teacher education; Mathematics Education; Teaching and Teacher Education; Mathematik; Lehrerausbildung; BC

Preface.- Margaret Brown: The Leverhulme Numeracy Programme.- The Context: Section Introduction. Introduction: The research aims and synopsis of book.- Explanations for low achievement; class, poverty, ethnicity.- Theory and Methodology: Section Introduction.- Theoretical Positions: A ‘social practice’ approach to numeracy; Numeracy events and practices.- Methodology: Exploring the relationship between home and school; domains and sites, case studies and critical incidents.- Case Studies: Section Introduction.- Children: a Seth (Mo)b Kim (Ta) c Antonia (Ro).- Schools a Mountford b Tarnside c Rowan.- Themes: Section Introduction.- Numeracy Practices at School: Engagement, Coded Questions and Switching.- Numeracy Practices at home: Cultural resources.- Numeracy Practices: relations of Home and School.- Conclusion: Explanations for Low achievement.- Implications for Practice, Policy and Research.

Dave Baker studied mathematics before becoming a teacher of mathematics in schools. He taught on teacher education programmes and then undertook research into teaching and learning mathematics in schools and its links to children’s homes. He has focused on issues of social justice in mathematics and has sought to extend current developments in pedagogy towards widening access and to the need to transform dominant practices in schooling. He has published two books, presented at many conferences and published academic papers on mathematics education.

Prof. Street trained in anthropology and has a longstanding commitment to linking ethnographic-style research on the cultural dimension of language and literacy with contemporary practice in education and in development. He has engaged in this in a number of countries - USA, S. Africa, Nepal, India, Iran etc. and has published 12 books and over 80 academic articles in international contexts. He has recently worked with colleagues in mathematics education to consider the implications of these approaches for numeracy research, pedagogy and curriculum.

Dr. Alison Tomlin has worked as a teacher and manager in adult literacy and numeracy community education settings, and as a manager of an inner city adult education programme which sought to be responsive to demand for education from local communities. Following doctoral research in adult numeracy education organised in collaboration with a group of students of adult numeracy, she was a researcher with the home/school numeracy practices team, and is now researching in adult numeracy. She has published articles relating to home/school numeracy practices research and to adult literacy and numeracy education.

The book aims to further understanding of why some pupils have low achievement in numeracy in the school context. The authors aim to achieve this by a relatively original view that focuses on numeracy as a social practice. They report on their investigations into the meanings and uses of numeracy in school and home and community contexts, using ethnographic-style approaches, including formal and informal interviews and observations. The book will be useful for policy, practice and further research into the teaching and learning of mathematics in schools. It will therefore be of interest to policy makers, teachers and practitioners, academics and practitioners in teacher education, education researchers, and parents and community leaders.

This book aims to further understanding of why some pupils have low achievement in numeracy in the school context. The authors achieve this by a relatively original view that focuses on numeracy as a social practice. They report on their investigations into the meanings and uses of numeracy in school and home and community contexts, using ethnographic-style approaches, including formal and informal interviews and observations. The book will be useful for policy, practice and further research into the teaching and learning of mathematics in schools. It will be of interest to policy makers, teachers and practitioners, academics and practitioners in teacher education, education researchers, and parents and community leaders.


Has taken an unusual perspective to understand the long and persistent tail of under-achievement in school mathematics by taking a social practice approach to investigate relationships between home and school numeracy practices Draws upon detailed case studies of children’s numeracy practices at home and at school

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