Numeracy As Social Practice
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| Author | : Keiko Yasukawa |
| Publisher | : Routledge |
| Total Pages | : 432 |
| Release | : 2018-05-01 |
| Genre | : Education |
| ISBN | : 1351979175 |
Learning takes place both inside and outside of the classroom, embedded in local practices, traditions and interactions. But whereas the importance of social practice is increasingly recognised in literacy education, Numeracy as Social Practice: Global and Local Perspectives is the first book to fully explore these principles in the context of numeracy. The book brings together a wide range of accounts and studies from around the world to build a picture of the challenges and benefits of seeing numeracy as social practice ̶ that is, as mathematical activities embedded in the social, cultural, historical and political contexts in which these activities take place. Drawing on workplace, community and classroom contexts, Numeracy as Social Practice shows how everyday numeracy practices can be used in formal and non-formal maths teaching and how, in turn, classroom teaching can help to validate and strengthen local numeracy practices. At a time when an increasingly transnational approach is taken to education policy making, this book will appeal to development practitioners and researchers, and adult education, mathematics and numeracy teachers, researchers and policy makers around the world.
| Author | : Uta Papen |
| Publisher | : Routledge |
| Total Pages | : 325 |
| Release | : 2005-09-22 |
| Genre | : Education |
| ISBN | : 1134260229 |
With a radically new perspective on reading, writing and mathematics for adults, this refreshing and challenging book shows how teachers and curriculum developers have much to gain from understanding the role of literacy in learners' lives, bringing in their families, social networks and jobs. Looking at the practicalities of how teachers and students can work with social practice in mind, Adult Literacy as Social Practice is particularly focused on: * how a social theory of literacy and numeracy compares with other theoretical perspectives * how to analyze reading and writing in everyday life using the concepts of social literacy as analytical tools, and what this tells us about learners' teaching needs * what is actually happening in adult basic education and how literacy is really being taught * professional development. With major policy initiatives coming into force, this is the essential guide for teachers and curriculum developers through this area, offering one-stop coverage of the key concepts without the need for finding materials from far-scattered sources.
| Author | : Margie Pearse |
| Publisher | : Corwin Press |
| Total Pages | : 241 |
| Release | : 2011-03-23 |
| Genre | : Education |
| ISBN | : 1452224404 |
Transform mathematics learning from “doing” to “thinking” American students are losing ground in the global mathematical environment. What many of them lack is numeracy—the ability to think through the math and apply it outside of the classroom. Referencing the new common core and NCTM standards, the authors outline nine critical thinking habits that foster numeracy and show you how to: Monitor and repair students’ understanding Guide students to recognize patterns Encourage questioning for understanding Develop students’ mathematics vocabulary Included are several numeracy-rich lesson plans, complete with clear directions and student handouts.
| Author | : Brian V. Street |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 229 |
| Release | : 2006-03-14 |
| Genre | : Education |
| ISBN | : 1402036779 |
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. This is related to reform movements in the UK, the US and other countries aimed at modernising primary (elementary) school mathematics curricula. A detailed account is given of the National Numeracy Strategy in England, a systemic government-imposed response to concern about standards implemented in 1999/2000. This includes a discussion of the alternative meanings of numeracy. An earlier initiative sponsored by a UK charitable trust reacting to concern about primary numeracy was the Leverhulme Numeracy Research Programme. This large-scale longitudinal study and linked set of case-study projects, focusing on reasons for low attainment, took place during 1997-2002. This book, and each other in the same series, is based on results of that research. The timescale fortuitously enabled the research team to also report on some effects of the systemic reform in the National Numeracy Strategy. 1. THE INTERNATIONAL CONTEXT In many countries, there are recurring periods of national concern about the low standards of calculation skills shown by children in primary (elementary) schools. Recently these concerns have become more urgent and more political with the publication of international comparisons of mathematical achievement, first at secondary and more recently at primary level (e. g. Lapointe, Mead et al. 1992; Mullis et al. , 1997).
| Author | : Kit Norris |
| Publisher | : Solution Tree |
| Total Pages | : 0 |
| Release | : 2016 |
| Genre | : Education |
| ISBN | : 9781936764761 |
Increase student learning with engaging lesson plans and high-level tasks. In this user-friendly guide, mathematics teachers will discover more than 40 strategies for ensuring students learn critical reasoning skills and retain understanding. Each chapter is devoted to a different Standard for Mathematical Practice and offers an in-depth look at why the standard is important for students' understanding of mathematics.
| Author | : Annie Savard |
| Publisher | : Springer Nature |
| Total Pages | : 115 |
| Release | : 2021-08-27 |
| Genre | : Education |
| ISBN | : 3030735885 |
This book presents the important role of mathematics in the teaching of financial education. Through a conceptualization of financial numeracy as a social practice, it focuses on the teaching practices, resources, and needs of secondary mathematics teachers (grades 7-12) to incorporate financial concepts in their classes. The editors and authors bring forth a novel perspective regarding mathematics education in the digital era. By focusing on financial numeracy, a key component of skills required in the digital era, they discuss important issues related to the teaching and learning of mathematics and finance. In contrary to most research in the field of financial education coming from scholars in areas such as business, accounting, management and economics, this book introduces the contribution of researchers from the field of education to the debate. The book appeals to an international audience composed of researchers, stakeholders, policymakers, teachers, and teacher educators.
| Author | : Griffiths, Graham |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 329 |
| Release | : 2013-09-01 |
| Genre | : Education |
| ISBN | : 0335246826 |
This book offers friendly guidance on how to work with adult learners to develop their numeracy and mathematics skills. It brings together current research and practice on teaching adult numeracy into one handy volume and covers the major issues faced by teachers of adult numeracy such as current policy perspectives and implications for teaching practice. There are reflective tasks throughout, which encourage you to develop and apply your theoretical knowledge to your own experiences. Key features include: Reviews of existing policy and research and implications for practice Reflective tasks with commentary, encouraging you to develop and apply your knowledge Case studies of real student experiences Practical activities and ideas to support the planning, teaching and assessment of adult numeracy Drawing on the substantial experience of the contributors, who have a wealth of experience as practitioners and researchers in the field, this book is an essential resource for trainee and practising teachers of adult numeracy and mathematics. It is also an ideal textbook to support teacher training courses leading to a subject specific qualification in teaching numeracy to adults. Contributors: Jackie Ashton, John Barton, Carolyn Brooks, Martyn Edwards, Janette Gibney, David Holloway, David Kaye, Beth Kelly, Barbara Newmarch, Helen Oughton, David Prinn, Diana Spurr, Rebecca Woolley "This is a quite unique book about teaching adult numeracy, which will be invaluable to the many practitioners in this field. The chapters, contributed by a group of experienced and successful lecturers and practitioners, include all aspects of this field, from methods of teaching specific mathematical topics to more general explorations of dyscalculia and emotional factors in adult learners. Each chapter includes research findings and thoughtful presentation of ideas with practical ideas for teaching, and tasks for the reader. This is a market which has not been served well in the past, so it is good to see the gap filled at last." Margaret Brown, Emeritus Professor of Mathematics Education, King's College London, UK "The editors of this book set out to produce a text that would support teacher-education programmes for adult numeracy, and their book does that and more. The content covers different types of learners, different settings, different understandings of what numeracy actually is; and ranges from commentary on research through case studies to "how to" hints and tips for teaching. Chapters 7 (on provoking mathematical thinking) and 8 (attitudes, beliefs and teaching) should be a required read for any adult numeracy teacher. The book would be at home on any numeracy teacher's desk, and would make an excellent set text for numeracy teacher training courses." Carol Randall, course co-ordinator for numeracy in the department of Lifelong Learning Teacher Education, University of Greenwich, UK "This book is a welcome addition to the growing literature on adult numeracy. It should be essential reading for trainee and practising adult numeracy educators. It brings together relevant research and professional wisdom on a wide variety of aspects of adult numeracy teaching and learning in an accessible way, with well-focussed tasks for readers to extend their knowledge and understanding. While the book is born out of UK concerns and issues, it is also relevant to international readers. Highly recommended." Professor Diana Coben PhD, Director, National Centre of Literacy & Numeracy for Adults, University of Waikato, New Zealand, and Hon. Trustee, Adults Learning Mathematics - A Research Forum (ALM -- www.alm-online.net/)
| Author | : Tett, Lyn |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 206 |
| Release | : 2006-06-01 |
| Genre | : Education |
| ISBN | : 0335219373 |
This book explores the social practice of literacy, numeracy and language and its implications for teaching and learning adult basic skills. Leading international experts argue that literacy, numeracy and language are more than just a set of skills or techniques, but are shaped by the social and cultural context within which they are taking place; the meanings they have for users; and the purposes they serve. This shifts the focus from a narrow, functional and externally imposed definition of literacy, numeracy and language learning, to more open and numerous definitions that focus on what people do with their knowledge, understanding and skills in a range of contexts. Adult Literacy, Numeracy and Languageshows how the social practice approach to learning and teaching can be used to develop more inclusive views of adult literacy, numeracy and language. Bringing together the views of researchers, policy makers and practitioners, it helps readers to develop an understanding of contemporary policy developments and encourages them to examine their own practice as adult basic education teachers, in order to respond more effectively to the needs of their students. This book is a valuable resource for practitioners, researchers and students on courses in adult and continuing education (particularly basic skills), postgraduate students, and researchers in the field of post-compulsory education.
| Author | : John Hattie |
| Publisher | : Corwin Press |
| Total Pages | : 209 |
| Release | : 2016-09-15 |
| Genre | : Education |
| ISBN | : 1506362958 |
Selected as the Michigan Council of Teachers of Mathematics winter book club book! Rich tasks, collaborative work, number talks, problem-based learning, direct instruction...with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school. That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.
| Author | : Jeff Evans |
| Publisher | : Routledge |
| Total Pages | : 313 |
| Release | : 2002-01-04 |
| Genre | : Education |
| ISBN | : 1135701911 |
The crisis around teaching and learning of mathematics and its use in everyday life and work relate to a number of issues. These include: The doubtful transferability of school maths to real life contexts, the declining participation in A level and higher education maths courses, the apparent exclusion of some groups, such as women and the aversion of many people to maths. This book addresses these issues by considering a number of key problems in maths education and numeracy: *differences among social groups, especially those related to gender and social class *the inseparability of cognition and emotion in mathematical activity *the understanding of maths anxiety in traditional psychological, psychoanalytical and feminist theories *how adults' numerate thinking and performance must be understood in context. The author's findings have practical applications in education and training, such as clarifying problems of the transfer of learning, and of countering maths anxiety.
