ABSTRACT
The research reported here arises from a project in which we are exploring the role that ‘old’ knowledge plays in new learning in the age range 7-11 years. All learners have a range of resources which may be brought to bear on new learning including relevant subject knowledge, general knowledge, meta-cognitive strategies, imitation, scaffolding and social supports. The objective of our research is to develop a theoretical account of how an individual learner brings these resources to bear in the construction of new knowledge in academic subjects. In this present account we discuss the way young children use reading in their pursuit of mathematics learning.
