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008 100301s2005 ne | s |||| 0|eng d
020 |a9781402036774|9978-1-4020-3677-4
024 7 |a10.1007/1-4020-3677-9|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQA10.92-20
072 7|aJNU|2bicssc
072 7|aPB|2bicssc
072 7|aEDU029010|2bisacsh
072 7|aJNU|2thema
072 7|aPB|2thema
082 04|a510.71|223
090 |aDK/12335
100 1 |aStreet, Brian V.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aNavigating Numeracies|h[electronic resource] :|bHome/School Numeracy Practices /|cby Brian V. Street, Dave Baker, Alison Tomlin.
250 |a1st ed. 2005.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2005.
300 |aXXVI, 218 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
505 0 |aPreface -- Margaret Brown: The Leverhulme Numeracy Programme -- The Context: Section Introduction. Introduction: The research aims and synopsis of book -- Explanations for low achievement; class, poverty, ethnicity -- Theory and Methodology: Section Introduction -- Theoretical Positions: A ‘social practice’ approach to numeracy; Numeracy events and practices -- Methodology: Exploring the relationship between home and school; domains and sites, case studies and critical incidents -- Case Studies: Section Introduction -- Children: a Seth (Mo)b Kim (Ta) c Antonia (Ro) -- Schools a Mountford b Tarnside c Rowan -- Themes: Section Introduction -- Numeracy Practices at School: Engagement, Coded Questions and Switching -- Numeracy Practices at home: Cultural resources -- Numeracy Practices: relations of Home and School -- Conclusion: Explanations for Low achievement -- Implications for Practice, Policy and Research.
520 |aThe book aims to further understanding of why some pupils have low achievement in numeracy in the school context. The authors aim to achieve this by a relatively original view that focuses on numeracy as a social practice. They report on their investigations into the meanings and uses of numeracy in school and home and community contexts, using ethnographic-style approaches, including formal and informal interviews and observations. The book will be useful for policy, practice and further research into the teaching and learning of mathematics in schools. It will therefore be of interest to policy makers, teachers and practitioners, academics and practitioners in teacher education, education researchers, and parents and community leaders.
650 0|aMathematics|xStudy and teaching .
650 0|aTeachers|xTraining of.
650 14|aMathematics Education.
650 24|aTeaching and Teacher Education.
700 1 |aBaker, Dave.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
700 1 |aTomlin, Alison.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402036767
776 08|iPrinted edition:|z9781402057069
776 08|iPrinted edition:|z9789048104215
856 40|uhttps://doi.org/10.1007/1-4020-3677-9
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)