Literaturnachweis - Detailanzeige
Autor/in | Westwood, Peter |
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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 |
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) 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |