Titlebook: Merging Numeracy with Literacy Practices for Equity in Multilingual Early Year Settings; Robyn Jorgensen,Mellony Graven Book 2021 Springer

勾引

https://doi.org/10.1007/978-981-16-7767-0literacy practices in mathematics; early years mathematics learning and teaching; disadvantaged learne

乞丐

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Introductionent in research on schooling. This is especially true of the school subject of mathematics. The key concepts in the book are therefore equity and access in respect of numeracy. Our focus is on the Early Years of learning and on the educational gaps that begin to emerge in these years.

盲信者

From Exclusion to Inclusion for Marginalised Learners—Theoretical Perspectivesrginalised in subtle ways by practices that serve to reproduce the status quo. In our research, we have sought to identify these practices and propose new ones, in order to challenge prejudicial hegemony in school mathematics teaching. By so doing, we hope to create opportunities for all learners to

NAUT

大猩猩

游行

機(jī)構(gòu)

Big Books in a Multilingual Context). This chapter extends the previous chapter by focusing exolicitily on incorporating a multilingual focus. For the learners in the two contexts on which we have focused, where the language of instruction is different from the home language, instruction effectively occurs in a foreign language.

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