Table of Contents

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 ActivitiesAppendix 2 Definitions of Intrinsic and Interpersonal MotivationsAppendix 3 Linguistic Evidence of Mathematics ConceptsAppendix 4 Children’s Engagement in MathematicsAppendix 5 Working Mathematically IndicatorsAppendix 6 Early Numeracy TestAppendix 7 Pólya’s Problem-Solving ModelAppendix 8 The Taxonomy of Problem-Solving HeuristicsAppendix 9 Content OverviewAppendix 10 A Model of a Concept-Based PlanAppendix 11 Literature-Based Unit of Work on Position ConceptsAppendix 12 Mathematics Program ProformaAppendix 13 Foundation and Transition Level Number Outcomes and IndicatorsAppendix 14 Assessment Record Sheet for Foundation and Transition Level NumberGlossary Index

About the Author

Agnes Macmillan taught early mathematics/numeracy in early childhood teacher education courses over a number of years and has published and presented internationally in this area.