How is it that learning mathematics in the early years can become so difficult? a post-structuralist analysis
Klein, Mary (2007) How is it that learning mathematics in the early years can become so difficult? a post-structuralist analysis. Contemporary Issues in Early Childhood, 8 (4). pp. 313-319.
|PDF (Published Version) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader|
View at Publisher Website: http://dx.doi.org/10.2304/ciec.2007.8.4....
New times demand new interpretations of what it means to be numerate in a global world. Policy and curriculum documents uphold notions of capable young learners, actively engaged in investigative learning processes that will carry them on to competent and confident participation in the social and economic world of tomorrow. However, as the author attempts to show in this post-structuralist analysis, active learning processes do not always achieve the envisaged aims; subconsciously, teachers hold on to traditional notions of learners and learning mathematics that, in practice, eclipse their best intentions. Even in the early years of schooling the process of learning mathematics becomes difficult when the new becomes the old, and tired old teaching practices and relationships prevail.
|Item Type:||Article (Refereed Research - C1)|
Originally published in Contemporary Issues in Early Childhood (2007, Vol.8, Issue 4)
|Keywords:||poststructuralism; learning mathematics; early childhood|
|FoR Codes:||13 EDUCATION > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%|
|Deposited On:||28 Aug 2009 17:00|
|Last Modified:||08 Nov 2011 15:27|
Last 12 Months: 27
Repository Staff Only: item control page