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Primary Mathematics and the Developing Professional

Name: Primary Mathematics and the Developing Professional
Brand: Springer-Verlag New York Inc.
SKU: 9781402019142
Price: 106.26 EUR
Availability: InStock

Autor: Mike Askew

Jazyk:

Väzba: Pevná

Vydavateľ: Springer-Verlag New York Inc.

Dostupnosť: Skladom u dodávateľa v malom množstve

Odosielame za 11-15 dní

106.26 €

Abstract. This introduction sets the scene for the remainder of the book by considering first the in...

Informácie o knihe

Autor

Mike Askew

Jazyk

Angličtina

Väzba

Kniha - Pevná

Vydalo

2004

Stránok

289

EAN

9781402019142

ISBN

1402019149

Enbook ID

04194641

Vydavateľ

Springer-Verlag New York Inc.

Hmotnosť

646

Rozmery

166 x 250 x 22

Kompletný popis

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).

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