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Young children’s rights to numeracy

Content Provider	Springer Nature Link
Author	Munn, Penny
Copyright Year	2005
Abstract	In this paper largue that children have a right to basic numeracy and that studies of adult numeracy suggest that this right is being denied to many in British schools. Because of the way that maths education discourses are structured, we do not have a separately defined discourse around numeracy teaching, and this has implications for young children’s access to numeracy. I outline what a discourse of numeracy teaching would look like, and how it would relate to current maths education discourses. A developmental dimension in these discourses will improve both Early Years numeracy teaching and the curriculum development processes around British maths education. I use the term ‘small’ maths to define the differences between numeracy and basic arithmetic.Dans cet article, j’argumente le fait qu’on se doit d’enseigner aux enfants les notions de base en calcul et qu’un nombre d’études concernant l’aptitude en calcul chez les adultes font apparaître (ou laissent penser) que ce droit que les jeunes enfants ont à ces connaissances est refusé à beaucoup dans les écoles britanniques. Étant donné la structure des discours en matière d’enseignement des mathématiques, nous n’avons pas de discours à part entière autour de l’initiation au calcul, ce qui est dommageable à l’accès des jeunes enfants aux notions en calcul. Je décris dans ses grandes lignes ce qu’un discours sur l’initiation au calcul pourrait être, et les liens possibles avec les discours actuels sur l’enseignement des mathématiques. En tenant compte dans ces discours du développement des connaissances, nous pourrons améliorer l’initiation au calcul des enfants en âge préscolaire ainsi que les méthodes de développement des programmes de mathématiques en Grande Bretagne.En este ensayo se presenta una reflexión sobre el por qué los niños/as tienen el derecho a aprender conocimientos básicos de aritmética y se presentan argumentos sustentados en estudios sobre estos conocimientos básicos en adultos que sugieren que este derecho está siendo negado a los niños/as en muchas escuelas británicas. Debido a la forma en que los textos para la enseñanza d conceptos matemáticos están estructurados, no tenemos un texto definido y claramente dirigido a la enseñanza de conocimientos básicos de aritmética, y esto tiene consecuencias para el acceso de los niños a estos conocimientos. Se presenta entonces la estructura que tendría un posible texto de aritmética básica, y cómo concordaría con los textos de educación matemática actuales. Una dimensión del desarrollo infantil en estos textos, mejorará tanto la enseñanza de aritmética básica en los primeros años del sistema educativo como los procesos de desarrollo curricular entorno a la enseñanza matemática británica. Utilizo el término “pequeñas” matemáticas para definir las diferencias entre “numeracy” y aritmética básica.
Starting Page	61
Ending Page	77
Page Count	17
File Format	PDF
ISSN	00207187
Journal	International Journal of Early Childhood
Volume Number	37
Issue Number	3
e-ISSN	18784658
Language	English
Publisher	Springer Netherlands
Publisher Date	2005-01-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Numeracy Rights Children Early Years Small maths Childhood Education Education (general) International and Comparative Education
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
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