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978-981-10-5736-6 |
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|a 9789811057366
|9 978-981-10-5736-6
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|a 10.1007/978-981-10-5736-6
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|a Numeracy in Authentic Contexts
|h [electronic resource] :
|b Making Meaning Across the Curriculum /
|c edited by Maura Sellars.
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|a 1st ed. 2018.
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|a Singapore :
|b Springer Nature Singapore :
|b Imprint: Springer,
|c 2018.
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|a X, 453 p. 4 illus. in color.
|b online resource.
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|a text
|b txt
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|a Section 1 -- Chapter 1 Mathematics and Numeracy in a Global Society -- Chapter 2 Teaching and Learning for Numeracy Competence -- Chapter 3 The Mathematical Brain -- Chapter 4 Improving the Learning Experience -- Chapter 5 Aboriginal and Torres Strait Islander Students as Effective Numeracy Learners -- Chapter 6 Language and Culture in the Mathematics Classroom: Scaffolding Learner Engagement -- Section 2 -- Chapter 7 Dance -- Chapter 8 Drama in the Primary Classroom: Contextualizing Critical Numeracy -- Chapter 9 Pedagogical Approaches to Teaching and Learning English: Connections with Critical Numeracy -- Chapter 10 Geography and Numeracy -- Chapter 11 The Numeracy of Good Health -- Chapter 12 History and the Importance of Numeracy -- Chapter 13 Media Arts: Visual Culture and Numeracy -- Chapter 14 Music and Numeracy -- Chapter 15 Physical Education and Numeracy -- Chapter 16 Science and Numeracy -- Chapter 17 Technology Education and the Australian Curriculum -- Chapter 18 Visual Art, Visual Designand Numeracy.
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|a This book is based on the notion that there are many ways in which mathematics learning can be achieved for students and that not all of them are focused on the mathematics classroom. It explores the foundational numeracy principles of the non-mathematical subject areas and aligns these to the Australian numeracy-learning continuum. It demonstrates, in detail, the extent to which numeracy competencies underpin successful learning in all the subject areas of the curricula. It validates a focus of developing numeracy competencies through learning in the arts, science and other discipline areas with which school students to engage with in order develop holistically, but which are not subjected to national assessment practices. It is developed around the notion of ‘praxis’, putting theory into practice in order to respond to the urgent need for students to be supported in their efforts to increase their numeracy capabilities in a world where extensive amounts of new information are often presented in graphical or data based formats. Additionally, it offers perspectives on developing all students’ capacities to become numerate in school contexts and presents inclusive, differentiated lesson examples as an alternative way of exploring numeracy in the context of teaching and learning in real-world classroom contexts.
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|a Learning, Psychology of.
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|a Mathematics
|x Study and teaching .
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|a Early childhood education.
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|a Instructional Psychology.
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|a Mathematics Education.
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|a Early Childhood Education.
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|a Sellars, Maura.
|e editor.
|4 edt
|4 http://id.loc.gov/vocabulary/relators/edt
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| 710 |
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|a SpringerLink (Online service)
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|t Springer Nature eBook
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|i Printed edition:
|z 9789811057342
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| 776 |
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|i Printed edition:
|z 9789811057359
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| 776 |
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|i Printed edition:
|z 9789811354779
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|u https://doi.org/10.1007/978-981-10-5736-6
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| 912 |
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| 912 |
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| 950 |
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|a Education (SpringerNature-41171)
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| 950 |
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|a Education (R0) (SpringerNature-43721)
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