Becoming numerate with information and communications technologies in the twenty-first century

Yelland, Nicola and Kilderry, Anna 2010, Becoming numerate with information and communications technologies in the twenty-first century, International journal of early years education, vol. 18, no. 2, pp. 91-106.

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Title Becoming numerate with information and communications technologies in the twenty-first century
Author(s) Yelland, Nicola
Kilderry, AnnaORCID iD for Kilderry, Anna orcid.org/0000-0003-1692-8498
Journal name International journal of early years education
Volume number 18
Issue number 2
Start page 91
End page 106
Total pages 16
Publisher Taylor & Francis
Place of publication Abingdon, England
Publication date 2010-06
ISSN 0966-9760
Keyword(s) numeracy
mathematical tasks
ICT
Summary This article draws on data from a three-year Australian Research Council-funded study that examined the ways in which young children become numerate in the twenty-first century. We were interested in the authentic problem-solving contexts that we believe are required to create meaningful learning. This being so, our basic tenet was that such experiences should involve the use of information and communications technologies (ICT) where relevant, but not in tokenistic ways. This article highlights learning conditions in which young children can become numerate in contemporary times. We consider ‘academic’ or ‘school-based’ mathematical tasks in the context of a Mathematical Tasks Continuum. This continuum was conceptualised to enable focused and detailed thinking about the scope and range of mathematical tasks that young children are able to engage within contemporary school contexts. The data from this study show that most of the tasks the children experienced in early years mathematics classes were unidimensional in their make up. That is, they focus on the acquisition of specific skills and then they are practiced in disembedded contexts. We suggest that the framework created in the form of the Mathematical Tasks Continuum can facilitate teachers thinking about the possible ways in which they could extend children’s academic work in primary school mathematics, so that the process of becoming numerate becomes more easily related to authentic activities that they are likely to experience in everyday life.
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2010, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30065083

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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Created: Thu, 24 Jul 2014, 17:42:50 EST by Anna Kilderry

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