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Numeracy in authentic contexts = mak...

Sellars, Maura.

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Numeracy in authentic contexts = making meaning across the curriculum /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Numeracy in authentic contexts/ edited by Maura Sellars.
Reminder of title:	making meaning across the curriculum /
other author:	Sellars, Maura.
Published:	Singapore :Springer Singapore : : 2018.,
Description:	x, 453 p. :ill., digital ;24 cm.
[NT 15003449]:	Section 1 -- Chapter 1 Mathematics and Numeracy in a Global Society -- Chapter 2 Teaching and Learning for Numeracy Competence -- Chapter 3 The Mathematical Brain -- Chapter 4 Improving the Learning Experience -- Chapter 5 Aboriginal and Torres Strait Islander Students as Effective Numeracy Learners -- Chapter 6 Language and Culture in the Mathematics Classroom: Scaffolding Learner Engagement -- Section 2 -- Chapter 7 Dance -- Chapter 8 Drama in the Primary Classroom: Contextualizing Critical Numeracy -- Chapter 9 Pedagogical Approaches to Teaching and Learning English: Connections with Critical Numeracy -- Chapter 10 Geography and Numeracy -- Chapter 11 The Numeracy of Good Health -- Chapter 12 History and the Importance of Numeracy -- Chapter 13 Media Arts: Visual Culture and Numeracy -- Chapter 14 Music and Numeracy -- Chapter 15 Physical Education and Numeracy -- Chapter 16 Science and Numeracy -- Chapter 17 Technology Education and the Australian Curriculum -- Chapter 18 Visual Art, Visual Design and Numeracy.
Contained By:	Springer eBooks
Subject:	Curriculum planning - Australia. -
Online resource:	http://dx.doi.org/10.1007/978-981-10-5736-6
ISBN:	9789811057366

Numeracy in authentic contexts = making meaning across the curriculum /
Numeracy in authentic contextsmaking meaning across the curriculum /[electronic resource] :edited by Maura Sellars. - Singapore :Springer Singapore :2018. - x, 453 p. :ill., digital ;24 cm.

Section 1 -- Chapter 1 Mathematics and Numeracy in a Global Society -- Chapter 2 Teaching and Learning for Numeracy Competence -- Chapter 3 The Mathematical Brain -- Chapter 4 Improving the Learning Experience -- Chapter 5 Aboriginal and Torres Strait Islander Students as Effective Numeracy Learners -- Chapter 6 Language and Culture in the Mathematics Classroom: Scaffolding Learner Engagement -- Section 2 -- Chapter 7 Dance -- Chapter 8 Drama in the Primary Classroom: Contextualizing Critical Numeracy -- Chapter 9 Pedagogical Approaches to Teaching and Learning English: Connections with Critical Numeracy -- Chapter 10 Geography and Numeracy -- Chapter 11 The Numeracy of Good Health -- Chapter 12 History and the Importance of Numeracy -- Chapter 13 Media Arts: Visual Culture and Numeracy -- Chapter 14 Music and Numeracy -- Chapter 15 Physical Education and Numeracy -- Chapter 16 Science and Numeracy -- Chapter 17 Technology Education and the Australian Curriculum -- Chapter 18 Visual Art, Visual Design and Numeracy.

This book is based on the notion that there are many ways in which mathematics learning can be achieved for students and that not all of them are focused on the mathematics classroom. It explores the foundational numeracy principles of the non-mathematical subject areas and aligns these to the Australian numeracy-learning continuum. It demonstrates, in detail, the extent to which numeracy competencies underpin successful learning in all the subject areas of the curricula. It validates a focus of developing numeracy competencies through learning in the arts, science and other discipline areas with which school students to engage with in order develop holistically, but which are not subjected to national assessment practices. It is developed around the notion of 'praxis', putting theory into practice in order to respond to the urgent need for students to be supported in their efforts to increase their numeracy capabilities in a world where extensive amounts of new information are often presented in graphical or data based formats. Additionally, it offers perspectives on developing all students' capacities to become numerate in school contexts and presents inclusive, differentiated lesson examples as an alternative way of exploring numeracy in the context of teaching and learning in real-world classroom contexts.

ISBN: 9789811057366

Standard No.: 10.1007/978-981-10-5736-6doiSubjects--Topical Terms:

547454
Curriculum planning
--Australia.

LC Class. No.: QA135.6 / .N85 2018

Dewey Class. No.: 372.720994

Numeracy in authentic contexts = making meaning across the curriculum /
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245 0 0 $a Numeracy in authentic contexts $h [electronic resource] : $b making meaning across the curriculum / $c edited by Maura Sellars.
260 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2018.
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505 0 $a Section 1 -- Chapter 1 Mathematics and Numeracy in a Global Society -- Chapter 2 Teaching and Learning for Numeracy Competence -- Chapter 3 The Mathematical Brain -- Chapter 4 Improving the Learning Experience -- Chapter 5 Aboriginal and Torres Strait Islander Students as Effective Numeracy Learners -- Chapter 6 Language and Culture in the Mathematics Classroom: Scaffolding Learner Engagement -- Section 2 -- Chapter 7 Dance -- Chapter 8 Drama in the Primary Classroom: Contextualizing Critical Numeracy -- Chapter 9 Pedagogical Approaches to Teaching and Learning English: Connections with Critical Numeracy -- Chapter 10 Geography and Numeracy -- Chapter 11 The Numeracy of Good Health -- Chapter 12 History and the Importance of Numeracy -- Chapter 13 Media Arts: Visual Culture and Numeracy -- Chapter 14 Music and Numeracy -- Chapter 15 Physical Education and Numeracy -- Chapter 16 Science and Numeracy -- Chapter 17 Technology Education and the Australian Curriculum -- Chapter 18 Visual Art, Visual Design and Numeracy.
520 $a This book is based on the notion that there are many ways in which mathematics learning can be achieved for students and that not all of them are focused on the mathematics classroom. It explores the foundational numeracy principles of the non-mathematical subject areas and aligns these to the Australian numeracy-learning continuum. It demonstrates, in detail, the extent to which numeracy competencies underpin successful learning in all the subject areas of the curricula. It validates a focus of developing numeracy competencies through learning in the arts, science and other discipline areas with which school students to engage with in order develop holistically, but which are not subjected to national assessment practices. It is developed around the notion of 'praxis', putting theory into practice in order to respond to the urgent need for students to be supported in their efforts to increase their numeracy capabilities in a world where extensive amounts of new information are often presented in graphical or data based formats. Additionally, it offers perspectives on developing all students' capacities to become numerate in school contexts and presents inclusive, differentiated lesson examples as an alternative way of exploring numeracy in the context of teaching and learning in real-world classroom contexts.
650 0 $a Curriculum planning $z Australia. $3 547454
650 0 $a Mathematics $x Study and teaching (Primary) $z Australia. $3 2182866
650 0 $a Numeracy $x Study and teaching (Primary) $z Australia. $3 3297379
650 1 4 $a Education. $3 516579
650 2 4 $a Learning & Instruction. $3 893930
650 2 4 $a Mathematics Education. $3 637497
650 2 4 $a Early Childhood Education. $3 2210091
700 1 $a Sellars, Maura. $3 3297378
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
856 4 0 $u http://dx.doi.org/10.1007/978-981-10-5736-6
950 $a Education (Springer-41171)