Becoming Numerate: Enduring Theories, Recent Research, and Current Issues

Autor/in	Westwood, Peter
Titel	Becoming Numerate: Enduring Theories, Recent Research, and Current Issues
Quelle	In: Australian Journal of Learning Difficulties, 24 (2019) 1, S.21-46 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Westwood, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2019.1611608
Schlagwörter	Numeracy; Learning Theories; Mathematics Skills; Child Development; Preschool Children; Early Experience; Family Environment; Foreign Countries; Learning Disabilities; Response to Intervention; Mathematics Anxiety; Technology Integration; Academic Standards; Adults; Young Children; Females; Sex Stereotypes; Australia; United Kingdom (England) + Suchen Sie Ihr Suchwort? Rechenkompetenz; Learning theory; Lerntheorie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühbeginn; Familienmilieu; Ausland; Learning handicap; Lernbehinderung; Frühe Kindheit; Weibliches Geschlecht; Australien
Abstract	The author provides an overview of several theories of numeracy acquisition that, despite criticisms, have withstood the passage of time and continue to influence policy and practices in schools. These are followed by a brief review of some recent research in the domain of numeracy learning and teaching. The article ends with some of the current issues that are (or should be) receiving attention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01