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Merging numeracy with literacy pract...

Graven, Mellony.

Merging numeracy with literacy practices for equity in multilingual early year settings

Record Type:	Electronic resources : Monograph/item
Title/Author:	Merging numeracy with literacy practices for equity in multilingual early year settingsby Robyn Jorgensen, Mellony Graven.
Author:	Jorgensen, Robyn.
other author:	Graven, Mellony.
Published:	Singapore :Springer Singapore :2021.
Description:	xiii, 240 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	MathematicsStudy and teaching (Early childhood)
Online resource:	https://doi.org/10.1007/978-981-16-7767-0
ISBN:	9789811677670$q(electronic bk.)

Merging numeracy with literacy practices for equity in multilingual early year settings
Jorgensen, Robyn.

Merging numeracy with literacy practices for equity in multilingual early year settings[electronic resource] /by Robyn Jorgensen, Mellony Graven. - Singapore :Springer Singapore :2021. - xiii, 240 p. :ill., digital ;24 cm.

Section One: Theories that Frame Our Work: Introduction -- From Exclusion to Inclusion for Marginalised Learners - Theoretical Perspectives -- The Literacy of Numeracy Practices in Multilingual Early Years Settings -- Section 2: Story-based Resources for Developing Number Sense and Reasoning: Exploring Numeracy-Rich Rhymes and Stories -- Designing and Creating Maths-Rich Storybooks, Games and Related Activities -- A Resource Approach to Extending Numeracy Engagement beyond School -- Section Three: Engaging with the Formal Language of School Mathematics: Learning the Academic Language of Mathematics -- Big Books in a Multilingual Context -- Mathematical Language Immersion Learning Environments -- Section Four: Ubuntu and Community Links: Embracing Ubuntu in Community Partnerships.

This book draws on both in and out of school literacy practices with teachers and families to enhance the numeracy of early learners. It provides highly illustrative exemplars, targeted for learners up to approximately eight years of age whose home language differs from the language of instruction. It identifies the challenges faced by these learners and their families, and shares ways of building both literacy and numeracy skills for some of the vulnerable learners nationally and internationally. The book shares the outcomes and strategies for teaching mathematics to early years learners and highlights the importance of literacy practices for learners for whom the language of instruction is different from their home language. Readers will gain a practical sense of how to create contexts, classrooms and practices to scaffold these learners to build robust understandings of mathematics.

ISBN: 9789811677670$q(electronic bk.)

Standard No.: 10.1007/978-981-16-7767-0doiSubjects--Topical Terms:

295002
Mathematics
--Study and teaching (Early childhood)

LC Class. No.: QA135.6 / .J67 2021

Dewey Class. No.: 510.71

Merging numeracy with literacy practices for equity in multilingual early year settings
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505 0 $a Section One: Theories that Frame Our Work: Introduction -- From Exclusion to Inclusion for Marginalised Learners - Theoretical Perspectives -- The Literacy of Numeracy Practices in Multilingual Early Years Settings -- Section 2: Story-based Resources for Developing Number Sense and Reasoning: Exploring Numeracy-Rich Rhymes and Stories -- Designing and Creating Maths-Rich Storybooks, Games and Related Activities -- A Resource Approach to Extending Numeracy Engagement beyond School -- Section Three: Engaging with the Formal Language of School Mathematics: Learning the Academic Language of Mathematics -- Big Books in a Multilingual Context -- Mathematical Language Immersion Learning Environments -- Section Four: Ubuntu and Community Links: Embracing Ubuntu in Community Partnerships.
520 $a This book draws on both in and out of school literacy practices with teachers and families to enhance the numeracy of early learners. It provides highly illustrative exemplars, targeted for learners up to approximately eight years of age whose home language differs from the language of instruction. It identifies the challenges faced by these learners and their families, and shares ways of building both literacy and numeracy skills for some of the vulnerable learners nationally and internationally. The book shares the outcomes and strategies for teaching mathematics to early years learners and highlights the importance of literacy practices for learners for whom the language of instruction is different from their home language. Readers will gain a practical sense of how to create contexts, classrooms and practices to scaffold these learners to build robust understandings of mathematics.
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