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Merging Numeracy with Literacy Practices for Equity in Multilingual Early Year Settings

  • Book
  • © 2021

Overview

Authors:
  1. Robyn Jorgensen

    1. University of Canberra, Bruce, Australia

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    You can also search for this author in PubMed   Google Scholar

  2. Mellony Graven

    1. Rhodes University, Makhanda, South Africa

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    You can also search for this author in PubMed   Google Scholar

  • Focuses on research-based practice experiences from authors' work in disadvantaged communities in their nations
  • Examples to illustrate best practice in literacy for mathematics for all learners
  • Principles that arise from the work undertaken and how it applies to other national and global contexts

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-xiii
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  2. Theories That Frame Our Work

    1. Front Matter

      Pages 1-1
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    2. Introduction

      • Robyn Jorgensen, Mellony Graven
      Pages 3-20

    3. From Exclusion to Inclusion for Marginalised Learners—Theoretical Perspectives

      • Robyn Jorgensen, Mellony Graven
      Pages 21-36

    4. The Literacy of Numeracy Practices in Multilingual Early Years Settings

      • Robyn Jorgensen, Mellony Graven
      Pages 37-57

  3. Story-Based Resources for Developing Number Sense and Reasoning

    1. Front Matter

      Pages 59-60
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    2. Exploring Numeracy-Rich Rhymes and Stories

      • Robyn Jorgensen, Mellony Graven
      Pages 61-86

    3. Designing and Creating Maths-Rich Storybooks, Games and Related Activities

      • Robyn Jorgensen, Mellony Graven
      Pages 87-115

    4. A Resource Approach to Extending Numeracy Engagement Beyond School

      • Robyn Jorgensen, Mellony Graven
      Pages 117-153

  4. Engaging with the Formal Language of School Mathematics

    1. Front Matter

      Pages 155-155
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    2. Learning the Academic Language of Mathematics

      • Robyn Jorgensen, Mellony Graven
      Pages 157-171

    3. Big Books in a Multilingual Context

      • Robyn Jorgensen, Mellony Graven
      Pages 173-196

    4. Mathematical Language Immersion Learning Environments

      • Robyn Jorgensen, Mellony Graven
      Pages 197-224

  5. Ubuntu and Community Links

    1. Front Matter

      Pages 225-225
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    2. Embracing Ubuntu in Community Partnerships

      • Robyn Jorgensen, Mellony Graven
      Pages 227-240
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Keywords

About this book

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.


Reviews

“This book may be recommended most for educators, including teachers and administrators, but also researchers interested in numeracy and literacy for young learners. … It is here that chapters are rich with specific examples, resources, pictures, and other invaluable resources that may help educators better support their multicultural and multilingual students in a variety of settings. Researchers will find similar value in these concrete examples … .” (Cristina Runnalls, MAA Reviews, June 18, 2023)

Authors and Affiliations

  • University of Canberra, Bruce, Australia

    Robyn Jorgensen

  • Rhodes University, Makhanda, South Africa

    Mellony Graven

About the authors

Robyn Jorgensen(Zevenbergen) is Emeritus Professor at the University of Canberra. She has been researching equity in mathematics since commencing her career. She has worked with low SES, rural and more recently with Indigenous communities. She seeks to understand the practices that contribute to the marginalization of learners and to bring about changes in those practices. She has recently completed a large national study on successful numeracy practices in remote Indigenous communities. She has a very strong publication record and has been the recipient of 13 Australian Research Council grants. She was the Editor-in-Chief for the Mathematics Education Research Journal and is on a number of Editorial boards for internationally renowned journals. Mellony Graven is a full Professor at Rhodes University and holds the South African Numeracy Chair (SANC). Her research team includes several masters, doctoral and post-doctoral students. Her SANC project runs multiple programs with teachers, learners, teacher advisors and communities. She is the past president of the Southern African Association of Mathematics Science and Technology Education (2012-2014) and founding editor of the journal Learning and Teaching Mathematics. She is on the editorial board of the journals: Educational Studies in Mathematics (ESM); For the Learning of Mathematics; Mathematics Education Research Journal and Mathematics Teacher Education and Development. She has served as guest editor for special issues of several journals including ESM and ZDM. Mellony’s passion and work focuses on the creation of a hub of mathematical activity, passion and innovation that blends teacher and learner numeracy development with research focused on searching for sustainable ways forward to the challenges of mathematics education.




Bibliographic Information

  • Book Title: Merging Numeracy with Literacy Practices for Equity in Multilingual Early Year Settings

  • Authors: Robyn Jorgensen, Mellony Graven

  • DOI: https://doi.org/10.1007/978-981-16-7767-0

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Singapore Pte Ltd. 2021

  • Hardcover ISBN: 978-981-16-7766-3Published: 02 January 2022

  • Softcover ISBN: 978-981-16-7769-4Published: 03 January 2023

  • eBook ISBN: 978-981-16-7767-0Published: 01 January 2022

  • Edition Number: 1

  • Number of Pages: XIII, 240

  • Number of Illustrations: 95 b/w illustrations

  • Topics: Mathematics Education, Early Childhood Education, Learning & Instruction, Sociology of Education

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