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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. An earlier initiative sponsored by a United Kingdom charitable trust reacting to concern about primary numeracy was the Leverhulme Numeracy Research Programme.
The Context for Change: A Model for Discussion.- The Role of the Mathematics Co-Ordinator: A Source of in-School Support.- The Role of the School in Developing Mathematics.- The Mediating Role of Textual Materials in Teachers’ Response to Calls for Classroom Reform.- Responses of Teachers to a Course of Intensive Training.- The Dynamics of Teacher Decision-Making: Case Studies of Teachers Responding to the National Numeracy Strategy.- Professional Development from a Cognitive and Social Standpoint.- Teacher Reflection, Identity and Belief Change in the Context of Primary Came.- Drawing Conclusions.
Hamsa Venkat, Marissa Rollnick, John Loughran, Mike Askew, South Africa) Venkat, Hamsa (University of the Witwatersrand, South Africa) Rollnick, Marissa (University of the Witwatersrand, Australia) Loughran, John (Monash University, Victoria, Australia) Askew, Mike (Monash University, Victoria