Improving Primary Mathematics Education, Teaching and Learning / Graven, Mellony ; Venkat, Hamsa  

Público ISBD Ningún comentario para este registro. Título : Improving Primary Mathematics Education, Teaching and Learning : Research for Development in Resource-Constrained Contexts Tipo de documento: documento electrónico Autores: Graven, Mellony, ; Venkat, Hamsa, Mención de edición: 1 ed. Editorial: London : Palgrave Macmillan UK Fecha de publicación: 2017 Número de páginas: XXXIV, 255 p. 35 ilustraciones, 7 ilustraciones en color. ISBN/ISSN/DL: 978-1-137-52980-0 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Enseñanza de las matemáticas  Matemáticas  Enseñanza y formación docente  Estudios curriculares  Educación de la primera infancia  Docente  Aprendizaje  Educación  Psicología Instruccional Clasificación: 510.71 Resumen: Este libro se centra en cómo mejorar la enseñanza y el aprendizaje de la educación matemática en el nivel primario en contextos con recursos limitados. Se basa en dos grandes proyectos de aritmética realizados en Sudáfrica que abordan preocupaciones más amplias y globales y destacan cómo la investigación y el desarrollo no solo permiten cumplir con imperativos éticos, sino que también exploran cómo se pueden desarrollar otras intervenciones. Las comunidades de docentes e investigadores deben trabajar juntas para crear relaciones mutuamente beneficiosas y establecer una comprensión cohesiva de los requisitos de la educación matemática en el nivel primario. Nota de contenido: SECTION I: INTERVENTIONS FOR QUALITY AND EQUITY IN PRIMARY EDUCATION -- Chapter 1. Intervening in Contexts of Poverty; Jill Adler -- Chapter 2. Theorising the Primary Mathematics Landscape in Contexts of Poverty; Mellony Graven and Hamsa Venkat -- SECTION II: ASSESSING NUMERACY PROGRESSION IN RESOURCE CONSTRAINED CONTEXTS -- Chapter 3. Using Assessments to Explore Early and Later Performance in Mathematics; Marie Weitz and Hamsa Venkat -- Chapter 4. Researching the Nature of Early Numeracy Progression in After School Clubs; Debbie Stott -- Chapter 5. Adapting Aspects of the Mathematics Recovery programme for use in various South African contexts; Debbie Stott, Zanele Mofu & Siviwe Ndongeni -- SECTION III: UNDERSTANDING LANGUAGE ISSUES IN PRIMARY MATHEMATICS TEACHING, LEARNING AND ASSESSMENT -- Chapter 7. Using an Adapted Model of Reciprocal Teaching to Help Children Unpack their Word Sums; Melissa Spira & Sally-Ann Robertson -- Chapter 8. Language in Early Number Learning in South Africa: Linking Transparency and Explicitness; Manono Mdluli -- Chapter 9. Learners Exemplifying for Themselves: Grade 2's Telling Additive Relations Stories; Nicky Roberts -- Chapter 10. Do the Annual National Assessments in Mathematics Unfairly Assess English Language Competence at the Expense of Mathematical Competence?; Lucy Sibanda -- SECTION IV: SUPPORTING CHANGE IN PRIMARY MATHEMATICS TEACHING -- Chapter 11. Changing Tteaching through a Resources Approach; Hamsa Venkat and Mellony Graven -- Chapter 12. From Theory to Practice: Challenges in Adopting Pedagogies of Mathematizing in South Africa; Thulelah Thakane, Herman Tshesane and Mike Askew -- Chapter 13. Characterizing Responsive Primary Mathematics Teaching in the South African Context; Lawan Abdulhamid -- Chapter 14. Key Aspects of Communities of Practice that Enable Primary Maths Teacher Learning; Peter Pausigere. Tipo de medio : Computadora Summary : This book focuses on how to improve the teaching and learning of primary level mathematics education within resource-constrained contexts. It builds on two large numeracy projects within South Africa which speak to broader, global concerns and highlight how research and development not only enables one to meet ethical imperatives but also explore how further interventions can be developed. Teacher and research communities must work together to create mutually beneficial relationships and establish a cohesive understanding of the requirements of primary mathematics education. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1057/97 [...] Improving Primary Mathematics Education, Teaching and Learning : Research for Development in Resource-Constrained Contexts [documento electrónico] / Graven, Mellony, ; Venkat, Hamsa,  . -  1 ed.  . - London : Palgrave Macmillan UK, 2017 . - XXXIV, 255 p. 35 ilustraciones, 7 ilustraciones en color. ISBN : 978-1-137-52980-0 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Enseñanza de las matemáticas  Matemáticas  Enseñanza y formación docente  Estudios curriculares  Educación de la primera infancia  Docente  Aprendizaje  Educación  Psicología Instruccional Clasificación: 510.71 Resumen: Este libro se centra en cómo mejorar la enseñanza y el aprendizaje de la educación matemática en el nivel primario en contextos con recursos limitados. Se basa en dos grandes proyectos de aritmética realizados en Sudáfrica que abordan preocupaciones más amplias y globales y destacan cómo la investigación y el desarrollo no solo permiten cumplir con imperativos éticos, sino que también exploran cómo se pueden desarrollar otras intervenciones. Las comunidades de docentes e investigadores deben trabajar juntas para crear relaciones mutuamente beneficiosas y establecer una comprensión cohesiva de los requisitos de la educación matemática en el nivel primario. Nota de contenido: SECTION I: INTERVENTIONS FOR QUALITY AND EQUITY IN PRIMARY EDUCATION -- Chapter 1. Intervening in Contexts of Poverty; Jill Adler -- Chapter 2. Theorising the Primary Mathematics Landscape in Contexts of Poverty; Mellony Graven and Hamsa Venkat -- SECTION II: ASSESSING NUMERACY PROGRESSION IN RESOURCE CONSTRAINED CONTEXTS -- Chapter 3. Using Assessments to Explore Early and Later Performance in Mathematics; Marie Weitz and Hamsa Venkat -- Chapter 4. Researching the Nature of Early Numeracy Progression in After School Clubs; Debbie Stott -- Chapter 5. Adapting Aspects of the Mathematics Recovery programme for use in various South African contexts; Debbie Stott, Zanele Mofu & Siviwe Ndongeni -- SECTION III: UNDERSTANDING LANGUAGE ISSUES IN PRIMARY MATHEMATICS TEACHING, LEARNING AND ASSESSMENT -- Chapter 7. Using an Adapted Model of Reciprocal Teaching to Help Children Unpack their Word Sums; Melissa Spira & Sally-Ann Robertson -- Chapter 8. Language in Early Number Learning in South Africa: Linking Transparency and Explicitness; Manono Mdluli -- Chapter 9. Learners Exemplifying for Themselves: Grade 2's Telling Additive Relations Stories; Nicky Roberts -- Chapter 10. Do the Annual National Assessments in Mathematics Unfairly Assess English Language Competence at the Expense of Mathematical Competence?; Lucy Sibanda -- SECTION IV: SUPPORTING CHANGE IN PRIMARY MATHEMATICS TEACHING -- Chapter 11. Changing Tteaching through a Resources Approach; Hamsa Venkat and Mellony Graven -- Chapter 12. From Theory to Practice: Challenges in Adopting Pedagogies of Mathematizing in South Africa; Thulelah Thakane, Herman Tshesane and Mike Askew -- Chapter 13. Characterizing Responsive Primary Mathematics Teaching in the South African Context; Lawan Abdulhamid -- Chapter 14. Key Aspects of Communities of Practice that Enable Primary Maths Teacher Learning; Peter Pausigere. Tipo de medio : Computadora Summary : This book focuses on how to improve the teaching and learning of primary level mathematics education within resource-constrained contexts. It builds on two large numeracy projects within South Africa which speak to broader, global concerns and highlight how research and development not only enables one to meet ethical imperatives but also explore how further interventions can be developed. Teacher and research communities must work together to create mutually beneficial relationships and establish a cohesive understanding of the requirements of primary mathematics education. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1057/97 [...]

Invited Lectures from the 13th International Congress on Mathematical Education / Kaiser, Gabriele ; Forgasz, Helen ; Graven, Mellony ; Kuzniak, Alain ; Simmt, Elaine ; Xu, Binyan  

Público ISBD Ningún comentario para este registro. Título : Invited Lectures from the 13th International Congress on Mathematical Education Tipo de documento: documento electrónico Autores: Kaiser, Gabriele, ; Forgasz, Helen, ; Graven, Mellony, ; Kuzniak, Alain, ; Simmt, Elaine, ; Xu, Binyan, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2018 Número de páginas: X, 786 p. 160 ilustraciones ISBN/ISSN/DL: 978-3-319-72170-5 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Enseñanza de las matemáticas  Psicología Instruccional  Docente  Aprendizaje  Matemáticas  Enseñanza y formación docente Clasificación: 510.71 Resumen: Este libro es de Acceso Abierto bajo licencia CC BY 4.0. El libro presenta las conferencias invitadas impartidas en el 13º Congreso Internacional de Educación Matemática (ICME-13). ICME-13 tuvo lugar del 24 al 31 de julio de 2016 en la Universidad de Hamburgo en Hamburgo (Alemania). El congreso fue organizado por la Sociedad de Didáctica de las Matemáticas (Gesellschaft für Didaktik der Mathematik - GDM) y se llevó a cabo bajo los auspicios de la Comisión Internacional de Instrucción Matemática (ICMI). ICME-13, el ICME más grande hasta el momento, reunió a unos 3.500 educadores de matemáticas de 105 países; además, se reunieron 250 profesores de países de habla alemana para actividades específicas. Los académicos se reunieron para compartir su trabajo sobre la mejora de la educación matemática en todos los niveles educativos. Los artículos presentan el trabajo de destacados educadores matemáticos de todo el mundo y brindan información sobre el debate actual en educación matemática. Las Conferencias Invitadas cubren un amplio espectro de temas, temas y cuestiones y tienen como objetivo dar dirección a futuras investigaciones hacia la mejora educativa en la enseñanza y el aprendizaje de la educación matemática. Este libro es de particular interés para investigadores, profesores y desarrolladores de currículos en educación matemática. Nota de contenido: Forword, Gabriele Kaiser -- Practice-based Initial Teacher Education: Developing Inquiring Professionals, Glenda Anthony -- Mathematical experiments – an ideal first step into mathematics, Albrecht Beutelspacher -- Intersections of Culture, Language, And Mathematics Education: Looking Back And Looking Ahead, Marta Civil -- The Double Continuity in Algebra, Al Cuoco, William McCallum -- A Friendly Introduction to "Knowledge In Pieces": Modeling Types of Knowledge and their roles in Learning, Andrea diSessa -- History of Mathematics, Mathematics Education, and the Liberal Arts, Michael N. Fried -- Knowledge and Action for Change through Culture, Community and Curriculum, Linda Furuto -- The Impact and Challenges of Early Mathematics Intervention in an Australian Context, Ann Gervasoni -- Helping teacher educators in institutions of higher learning to prepare prospective and practicing teachers to teach mathematics, Herbert Ginsburg -- Hidden connections and double meanings: A mathematical viewpoint of affective and cognitive interactions in learning, Inés María Gómez-Chacón -- The Role of Algebra in School Mathematics, Liv Sissel Grønmo -- Storytelling for tertiary mathematics students, Ansie Harding -- PME and the international community of mathematics education, Rina Hershkowitz, Stefan Ufer -- ICMI 1966-2016: A double insiders' view of the latest half century of the International Commission on Mathematical Instruction, Bernard R. Hodgson, Mogens Niss -- Formative Assessment in Inquiry based Elementary Mathematics, Alena Hošpesová -- Professional development of mathematics teachers: Through the lens of the camera, Ronnie Karsenty -- Powering Knowledge vs. Pouring Facts, Petar Kenderov -- Mathematical Problem Solving in Choice-Affluent Environments, Boris Koichu -- Natural Differentiation – An Approach to Cope with Heterogeneity, Günter Krauthausen -- Changes in Attitudes Towards Textbook Task Modification Using Confrontation of Complexity in a Collaborative Inquiry: Two Case Studies, Kyeong-Hwa Lee -- How can cognitive Neuroscience contribute to Mathematics Education? Bridging the two research areas, Roza Leikin -- Themes in Mathematics Teacher Professional learning research in South Africa: A Review of the Period 2006-2015, Mdutshekelwa Ndlovu -- Pedagogies of Emergent Learning, Ricardo Nemirovsky -- Connecting Mathematics, Community, Culture and Place: Promise, Possibilities, and Problems, Cynthia Nicol -- Relevance of learning logical Analysis of Mathematical Statements, Judith Njomgang Ngansop -- Understanding and Visualizing Linear Transformations, Asuman Oktac -- Mapping the Relationship between written and enacted Curriculum: Examining teachers' decision making, Janine Remillard -- Building Bridges Between Math Education and Engineering Education Communities: a dialogue through Modelling and Simulation, Ruth Rodriguez -- Constructing dynamic geometry: insights from a study of teaching practices in English schools, Kenneth Ruthven -- Exploring the Contribution of Gestures to Mathematical Argumentation Processes in a Semiotic Perspective, Cristina Sabena -- Improving Mathematics Pedagogy through Student/Teacher Valuing: Lessons from five Continents, Wee Tiong Seah -- About a collaborative work. Exploring the Functional World in a Computer Enriched Environment, Carmen Sessa -- Re-centring the individual in participatory accounts of professional identity, Jeppe Skott -- Enactive metaphorising in the learning of mathematics, Jorge Soto-Andrade -- Number Sense in Elementary School Children from different Social Backgrounds: The uses and Meanings Given to Numbers, Alina Galvão Spinillo -- Uncovering Chinese Pedagogy: Spiral Variation—The Unspoken Principle of Algebra Thinking to Develop Chinese Curriculum and instruction of "Two Basics", Xuhua Sun -- Digital Pedagogy in Mathematics Learning, Yahya Tabesh -- Activity Theory in French Didactic Research, Fabrice Vandebrouck -- The effect of a video-based intervention on the knowledge-based reasoning of future mathematics teachers, Naďa Vondrová -- Popularization of the of Probability Theory and Statistics in School Through Intellectual Competitions, Ivan Vysotskiy -- Noticing in Pre-Service Teacher Education: Research Lessons as a context for reflection on learners' Mathematical Reasoning and Sense-Making, Helena Wessels -- Dialogues on Numbers: Script-writing as approximation of practice, Rina Zazkis -- Equity in mathematics education: What did TIMSS and PISA tell us in the last two decades? Yan Zhu. Tipo de medio : Computadora Summary : This book is Open Access under a CC BY 4.0 license. The book presents the Invited Lectures given at 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 – the biggest ICME so far - brought together about 3500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. The scholars came together to share their work on the improvement of mathematics education at all educational levels.. The papers present the work of prominent mathematics educators from all over the globe and give insight into the current discussion in mathematics education. The Invited Lectures cover a wide spectrum of topics, themes and issues and aim to give direction to future research towards educational improvement in the teaching and learning of mathematics education. This book is of particular interest to researchers, teachers and curriculum developers in mathematics education. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Invited Lectures from the 13th International Congress on Mathematical Education [documento electrónico] / Kaiser, Gabriele, ; Forgasz, Helen, ; Graven, Mellony, ; Kuzniak, Alain, ; Simmt, Elaine, ; Xu, Binyan,  . -  1 ed.  . - [s.l.] : Springer, 2018 . - X, 786 p. 160 ilustraciones. ISBN : 978-3-319-72170-5 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Enseñanza de las matemáticas  Psicología Instruccional  Docente  Aprendizaje  Matemáticas  Enseñanza y formación docente Clasificación: 510.71 Resumen: Este libro es de Acceso Abierto bajo licencia CC BY 4.0. El libro presenta las conferencias invitadas impartidas en el 13º Congreso Internacional de Educación Matemática (ICME-13). ICME-13 tuvo lugar del 24 al 31 de julio de 2016 en la Universidad de Hamburgo en Hamburgo (Alemania). El congreso fue organizado por la Sociedad de Didáctica de las Matemáticas (Gesellschaft für Didaktik der Mathematik - GDM) y se llevó a cabo bajo los auspicios de la Comisión Internacional de Instrucción Matemática (ICMI). ICME-13, el ICME más grande hasta el momento, reunió a unos 3.500 educadores de matemáticas de 105 países; además, se reunieron 250 profesores de países de habla alemana para actividades específicas. Los académicos se reunieron para compartir su trabajo sobre la mejora de la educación matemática en todos los niveles educativos. Los artículos presentan el trabajo de destacados educadores matemáticos de todo el mundo y brindan información sobre el debate actual en educación matemática. Las Conferencias Invitadas cubren un amplio espectro de temas, temas y cuestiones y tienen como objetivo dar dirección a futuras investigaciones hacia la mejora educativa en la enseñanza y el aprendizaje de la educación matemática. Este libro es de particular interés para investigadores, profesores y desarrolladores de currículos en educación matemática. Nota de contenido: Forword, Gabriele Kaiser -- Practice-based Initial Teacher Education: Developing Inquiring Professionals, Glenda Anthony -- Mathematical experiments – an ideal first step into mathematics, Albrecht Beutelspacher -- Intersections of Culture, Language, And Mathematics Education: Looking Back And Looking Ahead, Marta Civil -- The Double Continuity in Algebra, Al Cuoco, William McCallum -- A Friendly Introduction to "Knowledge In Pieces": Modeling Types of Knowledge and their roles in Learning, Andrea diSessa -- History of Mathematics, Mathematics Education, and the Liberal Arts, Michael N. Fried -- Knowledge and Action for Change through Culture, Community and Curriculum, Linda Furuto -- The Impact and Challenges of Early Mathematics Intervention in an Australian Context, Ann Gervasoni -- Helping teacher educators in institutions of higher learning to prepare prospective and practicing teachers to teach mathematics, Herbert Ginsburg -- Hidden connections and double meanings: A mathematical viewpoint of affective and cognitive interactions in learning, Inés María Gómez-Chacón -- The Role of Algebra in School Mathematics, Liv Sissel Grønmo -- Storytelling for tertiary mathematics students, Ansie Harding -- PME and the international community of mathematics education, Rina Hershkowitz, Stefan Ufer -- ICMI 1966-2016: A double insiders' view of the latest half century of the International Commission on Mathematical Instruction, Bernard R. Hodgson, Mogens Niss -- Formative Assessment in Inquiry based Elementary Mathematics, Alena Hošpesová -- Professional development of mathematics teachers: Through the lens of the camera, Ronnie Karsenty -- Powering Knowledge vs. Pouring Facts, Petar Kenderov -- Mathematical Problem Solving in Choice-Affluent Environments, Boris Koichu -- Natural Differentiation – An Approach to Cope with Heterogeneity, Günter Krauthausen -- Changes in Attitudes Towards Textbook Task Modification Using Confrontation of Complexity in a Collaborative Inquiry: Two Case Studies, Kyeong-Hwa Lee -- How can cognitive Neuroscience contribute to Mathematics Education? Bridging the two research areas, Roza Leikin -- Themes in Mathematics Teacher Professional learning research in South Africa: A Review of the Period 2006-2015, Mdutshekelwa Ndlovu -- Pedagogies of Emergent Learning, Ricardo Nemirovsky -- Connecting Mathematics, Community, Culture and Place: Promise, Possibilities, and Problems, Cynthia Nicol -- Relevance of learning logical Analysis of Mathematical Statements, Judith Njomgang Ngansop -- Understanding and Visualizing Linear Transformations, Asuman Oktac -- Mapping the Relationship between written and enacted Curriculum: Examining teachers' decision making, Janine Remillard -- Building Bridges Between Math Education and Engineering Education Communities: a dialogue through Modelling and Simulation, Ruth Rodriguez -- Constructing dynamic geometry: insights from a study of teaching practices in English schools, Kenneth Ruthven -- Exploring the Contribution of Gestures to Mathematical Argumentation Processes in a Semiotic Perspective, Cristina Sabena -- Improving Mathematics Pedagogy through Student/Teacher Valuing: Lessons from five Continents, Wee Tiong Seah -- About a collaborative work. Exploring the Functional World in a Computer Enriched Environment, Carmen Sessa -- Re-centring the individual in participatory accounts of professional identity, Jeppe Skott -- Enactive metaphorising in the learning of mathematics, Jorge Soto-Andrade -- Number Sense in Elementary School Children from different Social Backgrounds: The uses and Meanings Given to Numbers, Alina Galvão Spinillo -- Uncovering Chinese Pedagogy: Spiral Variation—The Unspoken Principle of Algebra Thinking to Develop Chinese Curriculum and instruction of "Two Basics", Xuhua Sun -- Digital Pedagogy in Mathematics Learning, Yahya Tabesh -- Activity Theory in French Didactic Research, Fabrice Vandebrouck -- The effect of a video-based intervention on the knowledge-based reasoning of future mathematics teachers, Naďa Vondrová -- Popularization of the of Probability Theory and Statistics in School Through Intellectual Competitions, Ivan Vysotskiy -- Noticing in Pre-Service Teacher Education: Research Lessons as a context for reflection on learners' Mathematical Reasoning and Sense-Making, Helena Wessels -- Dialogues on Numbers: Script-writing as approximation of practice, Rina Zazkis -- Equity in mathematics education: What did TIMSS and PISA tell us in the last two decades? Yan Zhu. Tipo de medio : Computadora Summary : This book is Open Access under a CC BY 4.0 license. The book presents the Invited Lectures given at 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 – the biggest ICME so far - brought together about 3500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. The scholars came together to share their work on the improvement of mathematics education at all educational levels.. The papers present the work of prominent mathematics educators from all over the globe and give insight into the current discussion in mathematics education. The Invited Lectures cover a wide spectrum of topics, themes and issues and aim to give direction to future research towards educational improvement in the teaching and learning of mathematics education. This book is of particular interest to researchers, teachers and curriculum developers in mathematics education. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]

Merging Numeracy with Literacy Practices for Equity in Multilingual Early Year Settings / Jorgensen, Robyn  

Público ISBD Ningún comentario para este registro. Título : Merging Numeracy with Literacy Practices for Equity in Multilingual Early Year Settings Tipo de documento: documento electrónico Autores: Jorgensen, Robyn, ; Graven, Mellony, Mención de edición: 1 ed. Editorial: Singapore [Malasia] : Springer Fecha de publicación: 2021 Número de páginas: XIII, 240 p. 95 ilustraciones ISBN/ISSN/DL: 978-981-1677670-- Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Matemáticas  Educación de la primera infancia  Educación  Educación Matemática Clasificación: 510.71 Resumen: Este libro se basa en prácticas de alfabetización tanto dentro como fuera de la escuela con maestros y familias para mejorar la aritmética de los estudiantes de educación temprana. Proporciona ejemplos muy ilustrativos, dirigidos a estudiantes de hasta aproximadamente ocho años de edad cuya lengua materna difiere de la lengua de instrucción. Identifica los desafíos que enfrentan estos estudiantes y sus familias, y comparte formas de desarrollar habilidades de alfabetización y aritmética para algunos de los estudiantes vulnerables a nivel nacional e internacional. El libro comparte los resultados y estrategias para la enseñanza de matemáticas a estudiantes de edades tempranas y destaca la importancia de las prácticas de alfabetización para estudiantes para quienes el idioma de instrucción es diferente al de su lengua materna. Los lectores obtendrán una idea práctica de cómo crear contextos, aulas y prácticas para ayudar a estos alumnos a desarrollar una comprensión sólida de las matemáticas. Nota de contenido: Section One: Theories that Frame Our Work: Introduction -- From Exclusion to Inclusion for Marginalised Learners – Theoretical Perspectives -- The Literacy of Numeracy Practices in Multilingual Early Years Settings -- Section 2: Story-based Resources for Developing Number Sense and Reasoning: Exploring Numeracy-Rich Rhymes and Stories -- Designing and Creating Maths-Rich Storybooks, Games and Related Activities -- A Resource Approach to Extending Numeracy Engagement beyond School -- Section Three: Engaging with the Formal Language of School Mathematics: Learning the Academic Language of Mathematics -- Big Books in a Multilingual Context -- Mathematical Language Immersion Learning Environments -- Section Four: Ubuntu and Community Links: Embracing Ubuntu in Community Partnerships. Tipo de medio : Computadora Summary : This book draws on both in and out of school literacy practices with teachers and families to enhance the numeracy of early learners. It provides highly illustrative exemplars, targeted for learners up to approximately eight years of age whose home language differs from the language of instruction. It identifies the challenges faced by these learners and their families, and shares ways of building both literacy and numeracy skills for some of the vulnerable learners nationally and internationally. The book shares the outcomes and strategies for teaching mathematics to early years learners and highlights the importance of literacy practices for learners for whom the language of instruction is different from their home language. Readers will gain a practical sense of how to create contexts, classrooms and practices to scaffold these learners to build robust understandings of mathematics. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Merging Numeracy with Literacy Practices for Equity in Multilingual Early Year Settings [documento electrónico] / Jorgensen, Robyn, ; Graven, Mellony,  . -  1 ed.  . - Singapore [Malasia] : Springer, 2021 . - XIII, 240 p. 95 ilustraciones. ISBN : 978-981-1677670-- Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Matemáticas  Educación de la primera infancia  Educación  Educación Matemática Clasificación: 510.71 Resumen: Este libro se basa en prácticas de alfabetización tanto dentro como fuera de la escuela con maestros y familias para mejorar la aritmética de los estudiantes de educación temprana. Proporciona ejemplos muy ilustrativos, dirigidos a estudiantes de hasta aproximadamente ocho años de edad cuya lengua materna difiere de la lengua de instrucción. Identifica los desafíos que enfrentan estos estudiantes y sus familias, y comparte formas de desarrollar habilidades de alfabetización y aritmética para algunos de los estudiantes vulnerables a nivel nacional e internacional. El libro comparte los resultados y estrategias para la enseñanza de matemáticas a estudiantes de edades tempranas y destaca la importancia de las prácticas de alfabetización para estudiantes para quienes el idioma de instrucción es diferente al de su lengua materna. Los lectores obtendrán una idea práctica de cómo crear contextos, aulas y prácticas para ayudar a estos alumnos a desarrollar una comprensión sólida de las matemáticas. Nota de contenido: Section One: Theories that Frame Our Work: Introduction -- From Exclusion to Inclusion for Marginalised Learners – Theoretical Perspectives -- The Literacy of Numeracy Practices in Multilingual Early Years Settings -- Section 2: Story-based Resources for Developing Number Sense and Reasoning: Exploring Numeracy-Rich Rhymes and Stories -- Designing and Creating Maths-Rich Storybooks, Games and Related Activities -- A Resource Approach to Extending Numeracy Engagement beyond School -- Section Three: Engaging with the Formal Language of School Mathematics: Learning the Academic Language of Mathematics -- Big Books in a Multilingual Context -- Mathematical Language Immersion Learning Environments -- Section Four: Ubuntu and Community Links: Embracing Ubuntu in Community Partnerships. Tipo de medio : Computadora Summary : This book draws on both in and out of school literacy practices with teachers and families to enhance the numeracy of early learners. It provides highly illustrative exemplars, targeted for learners up to approximately eight years of age whose home language differs from the language of instruction. It identifies the challenges faced by these learners and their families, and shares ways of building both literacy and numeracy skills for some of the vulnerable learners nationally and internationally. The book shares the outcomes and strategies for teaching mathematics to early years learners and highlights the importance of literacy practices for learners for whom the language of instruction is different from their home language. Readers will gain a practical sense of how to create contexts, classrooms and practices to scaffold these learners to build robust understandings of mathematics. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]

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