This book demonstrates how early childhood practitioners can stimulate and facilitate numeracy education from infancy by listening, observing and responding to the mathematical content in children's in everyday life. Detailed observations of real life situations and dialogue assist pre-service
teachers to make sense of mathematical meanings and teaching strategies. With reference to the Australian Association of Mathematics Teachers' Standards of Excellence, current early education teaching models and planning and assessment practices are examined. Mathematical concepts are simply
explained to assist the readers' own conceptual knowledge, so that they can recognise the mathematics and support children in their numeracy development. The underlying theories and current research into children's learning is used to examine children's acquisition of numerate identities.
List of Figures
List of Tables
2. Shared Contexts for Teaching and Learning Numeracy
3. Children Becoming Numerate
4. The role of language in learning
5. Managing the resources of the community
6. The acquisition of a
7. Professional Knowledge
8. Using the Language of Mathematics
9. Assessing children's mathematical learning potential
10. Approaches to planning in numeracy education
11. Catering for individual learning potential and cultural diversity
acquisition of a numerate identity at school
There are no Instructor/Student Resources available at this time.
Agnes Macmillan taught early mathematics/numeracy in early childhood teacher education courses over a number of years and has published and presented internationally in this area.
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