| 書目名稱 | Navigating Numeracies |
| 副標題 | Home/School Numeracy |
| 編輯 | Brian Street,Dave Baker,Alison Tomlin |
| 視頻video | http://file.papertrans.cn/663/662220/662220.mp4 |
| 概述 | 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 an |
| 圖書封面 |  |
| 描述 | 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 standard |
| 出版日期 | Book 2005 |
| 關鍵詞 | Leverhulme; education; educational research; learning; numeracy; teacher education |
| 版次 | 1 |
| doi | https://doi.org/10.1007/1-4020-3677-9 |
| isbn_softcover | 978-1-4020-5706-9 |
| isbn_ebook | 978-1-4020-3677-4 |
| copyright | Springer Science+Business Media B.V. 2005 |
|Archiver|手機版|小黑屋|
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