TY - JOUR
T1 - Planting seeds of numeracy
T2 - Supporting quantitative literacy in young children
AU - Ward, Jennifer
AU - Damjanovic, Victoria J.
N1 - Publisher Copyright:
© 2020, National Numeracy Network. All rights reserved.
PY - 2020
Y1 - 2020
N2 - This paper aims to present how quantitative literacy was made a focus in a preschool classroom of threeand four-year-old children. With a focus on examining two areas of quantitative literacy, number knowledge and counting (Jordan, Kaplan, and Locuniak 2007) we seek to explore how educators, within an early childhood setting, used a project approach (Katz, Chard, and Kogan, 2014) and inquiry-based practices to build and extend upon the emerging competencies of the children. Utilizing narrative inquiry (Clandinin & Connelly, 2000), we draw from planning meeting notes, lesson plans, and lesson artifacts to construct a story that chronicles the journey of these teachers and children, attending to the ways in which both took up early learning standards related to numeracy and infused them into the classroom projects. Furthermore, we examine noticings of the teachers with regards to how the children expanded upon their abilities related to number knowledge and counting throughout the project and school year. As we reflect upon the journey, we note how project work served as a vessel for this knowledge to develop, as well as the need for these elements to be examined and planned for during the early years so that young children can demonstrate their learning in the clearest way possible.
AB - This paper aims to present how quantitative literacy was made a focus in a preschool classroom of threeand four-year-old children. With a focus on examining two areas of quantitative literacy, number knowledge and counting (Jordan, Kaplan, and Locuniak 2007) we seek to explore how educators, within an early childhood setting, used a project approach (Katz, Chard, and Kogan, 2014) and inquiry-based practices to build and extend upon the emerging competencies of the children. Utilizing narrative inquiry (Clandinin & Connelly, 2000), we draw from planning meeting notes, lesson plans, and lesson artifacts to construct a story that chronicles the journey of these teachers and children, attending to the ways in which both took up early learning standards related to numeracy and infused them into the classroom projects. Furthermore, we examine noticings of the teachers with regards to how the children expanded upon their abilities related to number knowledge and counting throughout the project and school year. As we reflect upon the journey, we note how project work served as a vessel for this knowledge to develop, as well as the need for these elements to be examined and planned for during the early years so that young children can demonstrate their learning in the clearest way possible.
KW - Counting
KW - Early childhood
KW - Number
KW - Numeracy
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U2 - 10.5038/1936-4660.13.1.5
DO - 10.5038/1936-4660.13.1.5
M3 - Article
AN - SCOPUS:85100625064
SN - 1936-4660
VL - 13
SP - 1
EP - 14
JO - Numeracy
JF - Numeracy
IS - 1
M1 - 5
ER -