A historical reflection on literacy,gender and opportunity: implications for the teaching of literacy in early childhood education

This paper presents a historical reflection on gender and literacy, with a view to informing the present teaching of literacy in early childhood. The relationship between gender, literacy and opportunity in the labour market is examined, given that despite girls’ achievement in literacy, in comparison with boys’, women continue to earn substantially less than men. In order to understand this relationship, this paper reflects on literacy as a socio-historical construct as well as examining the ways in which the past is constitutive in forming enduring notions of gender that penetrate all elements of society, including the literacy classroom. This critical analysis of what is learned about and through the medium of literacy in the early childhood classroom has major implications for the teaching of literacy today. It is argued that in order to address this issue, early childhood educators need to value and nurture children’s digital literacies as well as create learning environments that allow all children genuine opportunities to question, challenge and explore dominant discourses that are embedded in text.     

Reflecting on the Use of Writing to Promote Mathematical Learning: An Examination of Preservice Mathematics Teachers' Perspectives

We examine preservice mathematics teachers' conceptions of writing as a tool for learning mathematics before and after participation in and reflection on writing tasks. We describe the use of two targeted activities incorporated into a secondary methods course: writing to learn mathematics (WTLM) and reflection on that writing. Prior to participation in these activities, the preservice teachers expressed reluctance toward the use of writing in mathematics and uncertainty as to how writing could be useful in mathematics, while accepting that some possible benefits might exist for students' procedural learning. Following participation in these activities, the preservice teachers expressed a willingness to accept writing as a useful tool for supporting an expanded view of teaching and learning mathematics. Specifically, the preservice teachers considered writing as a way to build connections between mathematics and other subjects, a means to assess student understanding of mathematics, and a beneficial support for student conceptual learning.