Navigating Numeracies : Home/School Numeracy Practices /
Contributor(s): Street, Brian [editor.] | Baker, Dave [editor.] | Tomlin, Alison [editor.] | SpringerLink (Online service).
Material type:
BookPublisher: Dordrecht : Springer Netherlands, 2005.Description: XXVI, 218 p. online resource.Content type: text Media type: computer Carrier type: online resourceISBN: 9781402036774.Subject(s): Education | Mathematics -- Study and teaching | Teaching | Education | Mathematics Education | Teaching and Teacher EducationDDC classification: 370 Online resources: Click here to access online | Item type | Current location | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|
E books
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PK Kelkar Library, IIT Kanpur | Available | EBK1779 |
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.
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.
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