Numeracy practices in primary schools: Towards a theoretical framework

Research in Mathematics Education

Volumn 2, Issue 1, 2000, Pages 63-76

  Askew, Mike ^a   Denvir, Hazel ^a   Rhodes, Valerie ^a   Brown, Margaret ^a  

^a KING'S COLLEGE LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 12844279182     PISSN: 14794802     EISSN: 17540178     Source Type: Journal    
DOI: 10.1080/14794800008520068     Document Type: Article

References (16)

1. Alexander, P. A.: 1991, ‘A cognitive perspective on mathematics: issues of perception, instruction and assessment.’ In NATO Advanced Research Workshop, Information Technologies & Mathematical Problem Solving Research. Oporto, Portugal.
2. Askew, M, Brown, M., Rhodes, V., Wiliam, D., and Johnson, D.: 1997, Effective Teachers of Numeracy: Report of a study carried out for the Teacher Training Agency. London: King’s College, University of London.
3. Baroody, A. J., and Ginsbnrg, H. P.: 1990, ‘Children’s mathematical learning: a cognitive view.’ In R. B. Davis, C. A. Maher and N. Noddings (eds.), Constructivist Views on the Teaching and Learning of Mathematics. Reston VA: NCTM.
4. Brown, A., and Dowling, P.: 1998, Doing Research/Reading Research: A Mode of Interrogation for Education. London: Falmer Press.
5. Brown, J. S., Collins, A., and Duguid, P.: 1989, ‘Situated cognition and the culture of learning.’ Educational Researcher, 18, 32-42.
6. Carpenter, T. P., Moser, J. M., and Romberg, T. A.: 1982, Addition and Subtraction: A Cognitive Perspective. Hillsdale, NJ: Lawrence Erlbaum Associates.
7. Kieran, C.: 1990, ‘Cognitive processes involved in learning school algebra.’ In P. Nesher and J. Kilpatrick (eds.), Mathematics and Cognition: A Research Synthesis by the International Group for the Psychology of Mathematics Education (ICMI Study Series) (pp. 96-112). Cambridge: Cambridge University Press.
8. Lave, J.: 1991, ‘Situating learning in communities of practice.’ In L. B. Resnick, J. M. Levine and S. D. Teasley (eds.), Perspectives on Socially Shared Cognition. Washington DC: American Psychological Association.
9. Lave, J., and Wenger, E.: 1991, Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
10. Peterson, P. L., Swing, S. R., Stark, K. D., and Waas, G. A.: 1984, ‘Students’ cognitions and time on task during mathematics instruction.’ American Educational Research Journal, 21, 487-515.
11. Rogoff, B.: 1990, Apprenticeship in Thinking: Cognitive Development in Social Context. New York: Oxford University Press.
12. Rogoff, B.: 1995, ‘Evaluating development in the process of participation: theory, methods, and practice building on each other.’ In E. Amsel and A. Renninger (eds.), Change and Development: Issues of Theory, Application and Method. Hillsdale, NJ: Lawrence Erlbaum Associates.
13. Rogoff, B., and Lave, J. (eds.): 1984, Everyday Cognition: Its Development in Social Context. Cambridge, MA: Harvard University Press.
14. Saxe, G. B.: 1991, Culture and Cognitive Development: Studies in Mathematical Understanding. Hillsdale, NJ: Lawrence Erlbaum Associates.
15. Sfard, A.: 1998, ‘On two metaphors for learning and the dangers of choosing just one.’ Educational Researcher, 27, 4-13.
16. Street, B.: 1999, ‘Literacy ‘events’ and literacy ‘practices’: theory and practice in the “New Literacy Studies”.’ In K. Jones and M. Martin-Jones (eds.), Multilingual Literacies: Comparative Perspectives on Research and Practice. Amsterdam: John Benjamin.