NUMERACY PRACTICES IN PRIMARY SCHOOLS: TOWARDS A THEORETICAL FRAMEWORK

Abstract

This paper describes a theoretical framework being developed as an analytical tool for part of the Leverhulme Numeracy Research Programme. The framework is expected to help our understanding of pupil progress over five years for children in each of two cohorts, as they each move up the school. Building on models developed to examine street mathematics and literacy practices, a dual level framework has been developed. One level allows for examining numeracy events in primary classrooms. Further, we suggest that in order to avoid remaining at the level of description looking ‘through’ this level allows second level interpretations of the meanings that the participants make of the situations-the numeracy orientations -behind these events.