Assessing Early Numeracy: Significance, Trends, Nomenclature, Context, Key Topics, Learning Framework and Assessment Tasks

Autor/in	Wright, Robert J.
Titel	Assessing Early Numeracy: Significance, Trends, Nomenclature, Context, Key Topics, Learning Framework and Assessment Tasks
Quelle	In: South African Journal of Childhood Education, 3 (2013) 2, S.21-40 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Numeracy; Mathematics Instruction; Elementary School Mathematics; Classification; Number Concepts; Arithmetic; Computation; Mathematics Skills; Educational Trends; Sequential Learning + Suchen Sie Ihr Suchwort? Rechenkompetenz; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Classification system; Klassifikation; Klassifikationssystem; Number concept; Zahlbegriff; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Bildungsentwicklung; Didaktische Sequenzierung; Lernsequenz
Abstract	This article describes a comprehensive and novel approach to assessment in early numeracy. Topics include the significance of early numeracy, developing a nomenclature for early numeracy, and describing the context for the development of this approach to assessment. The largely unrealised importance of numerals and numeral sequences in early numeracy, the significance of counting and its distinction from saying a number word sequence, the important topics of structuring numbers in the range 1 to 20 and conceptual place value, the Learning Framework in Number and its use in profiling children's early numeracy knowledge, and important assessment tasks are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01