| 000 | 02540 a2200301 4500 | ||
|---|---|---|---|
| 005 | 20250526161931.0 | ||
| 008 | 250430042020GB eng | ||
| 020 |
_a9781000250466 _qEA |
||
| 037 |
_bTaylor & Francis _cGBP 32.99 _fBB |
||
| 040 | _a01 | ||
| 041 | _aeng | ||
| 072 | 7 |
_aJNU _2thema |
|
| 072 | 7 |
_aJNU _2bic |
|
| 072 | 7 |
_aEDU029010 _2bisac |
|
| 072 | 7 |
_aEDU007000 _2bisac |
|
| 072 | 7 |
_aEDU000000 _2bisac |
|
| 072 | 7 |
_a372.720994 _2bisac |
|
| 100 | 1 |
_aMerrilyn Goos _9818 |
|
| 245 | 1 | 0 |
_aNumeracy Across the Curriculum _bResearch-based strategies for enhancing teaching and learning |
| 250 | _a1 | ||
| 260 |
_aOxford _bRoutledge _c20200716 |
||
| 300 | _a272 p | ||
| 520 | _bBeing numerate involves more than mastering basic mathematics. Numeracy connects the mathematics learned at school with out-of-school situations that require capabilities such as problem solving, critical judgment, and sense-making related to non-mathematical contexts. This book provides prospective and practising teachers with practical, research-based strategies for embedding numeracy across the primary and secondary school curriculum. Based on the authors' ten-year research program, the text explains what numeracy is and how numeracy has developed as an educational goal. It describes in detail the five dimensions of the authors' model: attention to real-life contexts; application of mathematical knowledge; use of physical, representational and digital tools; the promotion of positive dispositions towards the use of mathematics to solve problems encountered in day-to-day life; and a critical orientation to interpreting mathematical results and making evidence-based judgements. There is guidance on how to embed numeracy across all subjects within the curriculum, how to assess numeracy learning and how to deal with challenges and dilemmas including working with discipline boundaries and developing support resources. Featuring practical examples and case studies throughout, this book will build pre-service teacher confidence, demystify common misconceptions and grounds theory into practice in this vital area of student competency. 'The authors of this text are recognised authorities on numeracy. They have engaged heavily in numeracy research over many years and this text reflects the depth of their understanding and knowledge.' - Geoff Hilton, University of Queensland | ||
| 700 | 1 |
_aVince Geiger _4A01 _9819 |
|
| 700 | 1 |
_aShelley Dole _4A01 _9820 |
|
| 700 | 1 |
_aHelen Forgasz _4A01 _9821 |
|
| 700 | 1 |
_aAnne Bennison _4A01 _9822 |
|
| 999 |
_c10521 _d10521 |
||