ERIC Number: ED450893
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Numeracy in the Early Years: What the Research Tells Us. Early Education Support Series.
In light of recent international studies regarding children's mathematics achievement, this review examines United Kingdom research and literature into early numeracy. The review is designed to provide information about a range of teaching strategies as well as to stimulate discussion and challenge current practices. The review addresses the following topics: (1) (introduction) the growing concern about falling standards in school effectiveness and educational achievement; (2) recent developments and initiatives, including the National Numeracy Project and a recent Government White Paper; (3) Piaget's influence on current approaches to teaching mathematics in the early years; (4) the home as a context for numeracy development; (5) children's knowledge and experience of number before entering school; (6) content and context of teaching and learning; (7) interactive basis of early learning; (8) mental calculation; (9) role of the teacher; (10) links between literacy and numeracy; (11) management roles and responsibilities; (12) role of preschool settings; (13) math schemes and workbooks; and (14) implications for teachers, for partnership with parents, for staff development, and for management. Contains 27 references. (KB)
Descriptors: Computation, Context Effect, Emergent Literacy, Foreign Countries, Knowledge Level, Literature Reviews, Mathematical Concepts, Mathematics Skills, Numeracy, Parents as Teachers, Piagetian Theory, Preschool Children, Preschool Education, Teacher Role, Teaching Methods
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Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: Learning and Teaching Scotland, Dundee.
Identifiers - Location: United Kingdom (Scotland)