Overview
In this chapter you will become familiar with:
the ways in which mathematical understandings support numeracy in the 21st century
the elements in the design cycle that can be used to create effective teaching and learning contexts for numeracy
using child-centred assessment to maximise individual learning potential.
The chapters in this book have considered the foundational concepts and processes of mathematics that are fundamental in establishing confidence and competence in the early years. The book has considered some of the ways in which these concepts and processes can be incorporated into learning activities designed by teachers and caregivers, and encountered and experienced in the early years of a child’s life. It has explored the concepts of number, measurement, space, chance and data, and patterns and algebra, since these form the basis of the mathematics curriculum in many countries, and shown how they might be incorporated into early childhood learning experiences. A critical link has been made between the acquisition of confidence and competence in mathematics and becoming numerate in the 21st century. That is, we need to be able to understand and use mathematical concepts and processes in order to function effectively in the 21st century. Throughout a child’s life, she will encounter problems, challenges and technologies that require the application and successful use of mathematical concepts and processes.
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