Publication Date

2013

Abstract

In Australia, numeracy is regarded as a general capability to be developed across the whole school curriculum, not just mathematics. This paper draws on a research study that aimed to help teachers in ten schools design numeracy tasks and implement investigative numeracy pedagogies across the middle school (Grades 6-9) curriculum. Teachers were introduced to a rich model of numeracy that gives attention to real-life contexts, application of mathematical knowledge, use of representational, physical, and digital tools, and positive dispositions towards mathematics. These elements are grounded in a critical orientation to the use of mathematics. The paper identifies ways in which collaboration between the researchers and teachers influenced the design of numeracy tasks.

School/Institute

Institute for Learning Sciences and Teacher Education

Document Type

Open Access Conference Paper

Access Rights

Open Access

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