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dc.contributor.authorKrushelnicki, Marie
dc.description.abstractLiteracy and numeracy are two of the most essential skills taught in school. Ensuring that all young people acquire these skills is one of the greatest responsibilities of educational systems. In Alberta, one mandate of the Ministerial Order on Student Learning (Government of Alberta, 2013) was to enable all students to employ literacy and numeracy to construct and communicate meaning. Literacy and numeracy are more alike than different. This study has examined ways to create a mathematically literate environment by using the knowledge, skills, and strategies acquired through the literacy focus; specifically, how young children’s literature and literacy strategies assist them with the development of numeracy. Integrating best practices from literacy into the mathematics classroom might be a first step in addressing the shortfall in mathematical numeracy in Alberta. The author proposes a plan to enhance numeracy in young children by integrating their literature with proven, research-based literacy strategies into the mathematics classroom. The recommendations include increased professional learning through embedded professional development, instructional rounds, and the development of numeracy coaches within the instructional leadership framework to help to reform current instructional practices in numeracy.en_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.titleAn Examination of Literacy Strategies That Can Assist in the Development of Numeracyen_US
dc.typeThesisen_US Leadershipen_US University of Seattleen_US of Educationen_US
cityu.schoolAlbright School of Educationen_US

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Attribution-NonCommercial-NoDerivs 3.0 United States