Being numerate involves more than mastering basic mathematics. Numeracy connects the mathematics learned at school with out-of-school situations that require capabilities such as problem solving, critical judgment, and sense-making related to non-mathematical contexts. This book provides prospective and practising teachers with practical, research-based strategies for embedding numeracy across the primary and secondary school curriculum.
Based on the authors' ten-year research program, the text explains what numeracy is and how numeracy has developed as an educational goal. It describes in detail the five dimensions of the authors' model: attention to real-life contexts; application of mathematical knowledge; use of physical, representational and digital tools; the promotion of positive dispositions towards the use of mathematics to solve problems encountered in day-to-day life; and a critical orientation to interpreting mathematical results and making evidence-based judgements. There is guidance on how to embed numeracy across all subjects within the curriculum, how to assess numeracy learning and how to deal with challenges and dilemmas including working with discipline boundaries and developing support resources.
Featuring practical examples and case studies throughout, this book will build pre-service teacher confidence, demystify common misconceptions and grounds theory into practice in this vital area of student competency.
'The authors of this text are recognised authorities on numeracy. They have engaged heavily in numeracy research over many years and this text reflects the depth of their understanding and knowledge.' - Geoff Hilton, University of Queensland
, Vince Geiger
, Shelley Dole
, Helen Forgasz
, Anne Bennison
Allen & Unwin
Country of Publication:
21 November 2018
Professional and scholarly
About the authors List of figures, tables and case studies Chapter 1Understanding numeracy Chapter 2Towards numeracy across the curriculum Chapter 3Numeracy in the 21st century Chapter 4Numeracy demands Chapter 5Numeracy opportunities Chapter 6Planning for numeracy across the curriculum Chapter 7Whole-school approaches to numeracy Chapter 8Assessing numeracy learning Chapter 9Challenges in enhancing numeracy Acknowledgements References Index
Merrilyn Goos is Professor of STEM Education, University of Limerick, Ireland and is an internationally recognized mathematics educator. Vince Geiger is Professor of Mathematics Education and STEM program director within the Learning Sciences Institute Australia at Australian Catholic University. Shelley Dole is Professor and Head of the School of Education at the University of the Sunshine Coast. Helen Forgasz is a Professor Emerita in the Faculty of Education, Monash University. Anne Bennison is a Lecturer in the School of Education at the University of the Sunshine Coast and recently completed her doctoral studies identifying ways to support teachers to embed numeracy across the curriculum.