List of Figures

List of Tables

Acknowledgments

1: Introduction: Towards an Inclusive Philosophy and Practice for Early Childhood Numeracy Education

2: Shared Contexts for Teaching and Learning Numeracy

3: Children Becoming Numerate

4: The Role of Language in Learning

5: Managing the Resources of the Community

6: The Acquisition of a Numerate Identity

7: Professional Knowledge

8: Using the Language of Mathematics

9: Responsive and Restrictive Teaching Practices

10: Assessing Children’s Mathematical Learning Potential

11: Approaches to Planning in Numeracy Education

12: Catering for Individual Learning Potential and Cultural Diversity

13: Ben’s Acquisition of a Numerate Identity at School

Appendix 1 Definitions of Bishop’s Mathematical Activities

Appendix 2 Definitions of Intrinsic and Interpersonal Motivations

Appendix 3 Linguistic Evidence of Mathematics Concepts

Appendix 4 Children’s Engagement in Mathematics

Appendix 5 Working Mathematically Indicators

Appendix 6 Early Numeracy Test

Appendix 7 Pólya’s Problem-Solving Model

Appendix 8 The Taxonomy of Problem-Solving Heuristics

Appendix 9 Content Overview

Appendix 10 A Model of a Concept-Based Plan

Appendix 11 Literature-Based Unit of Work on Position Concepts

Appendix 12 Mathematics Program Proforma

Appendix 13 Foundation and Transition Level Number Outcomes and Indicators

Appendix 14 Assessment Record Sheet for Foundation and Transition Level Number

Glossary

Index