Peer reviewed
Direct linkERIC Number: EJ1216916
Record Type: Journal
Publication Date: 2019
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1940-4158
EISSN: N/A
Becoming Numerate: Enduring Theories, Recent Research, and Current Issues
Australian Journal of Learning Difficulties, v24 n1 p21-46 2019
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.
Descriptors: 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
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; United Kingdom (England)
Grant or Contract Numbers: N/A
