Schooled and Community Numeracies: Understanding Social Factors and 'Under-Achievement' in Numeracy.
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| Title: | Schooled and Community Numeracies: Understanding Social Factors and 'Under-Achievement' in Numeracy. |
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| Language: | English |
| Authors: | Baker, D. A., Street, B. V., Tomlin, A. |
| Availability: | Web site: http://correio.cc.fc.ul.pt/~jflm/mes2/baker.doc |
| Peer Reviewed: | N |
| Page Count: | 10 |
| Publication Date: | 2000 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Early Childhood Education, Family Role, Foreign Countries, International Studies, Low Achievement, Mathematics Education, Numeracy, School Role, Social Influences |
| Geographic Terms: | United Kingdom |
| Abstract: | This is a discussion of research in the 'Schooled and Community numeracies focus within the Leverhulme funded Low Educational Achievement in Numeracy Research Programme. The intentions of the research in this focus are to seek explanations for underachievement in numeracy that derive from understandings of mathematics as social. We wanted to understand why some children apparently cope easily with informal numeracy practices whilst others struggle with formal numeracies. We wanted to investigate boundaries children face or which are constructed between home and schooled numeracy practices. The paper will initially consider some of the conceptual and methodological issues that have arisen in the research. Work done in a pilot study will be used to throw further light on these issues and possible implications for both research and schooling will be raised. (Author) |
| Entry Date: | 2004 |
| Accession Number: | ED477841 |
| Database: | ERIC |
| Abstract: | This is a discussion of research in the 'Schooled and Community numeracies focus within the Leverhulme funded Low Educational Achievement in Numeracy Research Programme. The intentions of the research in this focus are to seek explanations for underachievement in numeracy that derive from understandings of mathematics as social. We wanted to understand why some children apparently cope easily with informal numeracy practices whilst others struggle with formal numeracies. We wanted to investigate boundaries children face or which are constructed between home and schooled numeracy practices. The paper will initially consider some of the conceptual and methodological issues that have arisen in the research. Work done in a pilot study will be used to throw further light on these issues and possible implications for both research and schooling will be raised. (Author) |
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