+612 9045 4394
 
CHECKOUT
Primary Mathematics and the Developing Professional : Multiple Perspectives on Attainment in Numeracy - Alison Millett

Primary Mathematics and the Developing Professional

Multiple Perspectives on Attainment in Numeracy

By: Alison Millett (Editor), Margaret Brown (Editor), Mike Askew (Editor)

Hardcover

Published: 16th June 2004
Ships: 7 to 10 business days
7 to 10 business days
RRP $686.99
$475.25
31%
OFF
or 4 easy payments of $118.81 with Learn more

Other Available Formats (Hide)

  • Paperback View Product Published: 12th February 2007
    $147.02

Abstract. This introduction sets the scene for the remainder of the book by considering first the international context of widespread concern about the improvement of numeracy skills. This is related to reform movements in the United Kingdom, the United States and other countries aimed at modernising primary (elementary) school mathematics curricula. A detailed account is given of the National Numeracy Strategy in England, a systemic government-imposed response to concern about standards implemented in 1999/2000. This includes a discussion of the alternative meanings of numeracy. An earlier initiative sponsored by a United Kingdom charitable trust reacting to concern about primary numeracy was the Leverhulme Numeracy Research Programme. This large-scale longitudinal study and linked set of case-study projects, focusing on reasons for low attainment, took place during 1997-2002. This book, and each other in the same series, is based on results of that research. The timescale fortuitously enabled the research team to also report on some effects of the systemic reform in the National Numeracy Strategy. 1. THE INTERNATIONAL CONTEXT In many countries, there are recurring periods of national concern about the low standards of calculation skills shown by children in primary (elementary) schools. Recently, these concerns have become more urgent and more political with the publication of international comparisons of mathematical achievement, first at secondary and more recently at primary level (e. g. Lapointe, Mead, & Askew 1992; Mullis et al. , 1997).

The context for change : a model for discussionp. 1
The role of the mathematics co-ordinator : a source of in-school supportp. 19
The role of the school in developing mathematicsp. 57
The mediating role of textual materials in teachers' response to calls for classroom reformp. 97
Responses of teachers to a course of intensive trainingp. 127
The dynamics of teacher decision-making : case studies of teachers responding to the national numeracy strategyp. 155
Professional development from a cognitive and social standpointp. 185
Teacher reflection, identity and belief change in the context of primary CAMEp. 219
Drawing conclusionsp. 245
Core project : tracking numeracyp. 257
Focus project : teachers's knowledge, conceptions and practicesp. 265
Focus project : whole school action on numeracyp. 271
Focus project : cognitive acceleration in mathematics education in the primary school (P-came)p. 275
Table of Contents provided by Blackwell. All Rights Reserved.

ISBN: 9781402019142
ISBN-10: 1402019149
Series: Multiple Perspectives on Attainment in Numeracy : Book 1
Audience: Professional
Format: Hardcover
Language: English
Number Of Pages: 289
Published: 16th June 2004
Publisher: Springer-Verlag New York Inc.
Country of Publication: US
Dimensions (cm): 27.9 x 21.0  x 2.3
Weight (kg): 1.41