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Numeracy, or mathematical literacy as it is also known, is a major educational goal internationally, and as such, is addressed in the curriculum documents of educational jurisdictions and in national and international testing regimes. This chapter reports on an aspect of a research study which investigated the interrelationship between curriculum intent, teacher professional learning and action, and students’ perspectives on their own learning in a 12 month long research and development project. Specifically, this chapter examines the impact upon student learning as a teacher attempted to implement the numeracy requirements of a state based curriculum in an educational jurisdiction within Australia. These attempts were structured through a rich model of numeracy and supported through regular interaction with the project researchers in a collaborative partnership aimed at improving student learning outcomes in alignment with state curriculum objectives. An emergent aspect of the project is the importance of a clear model of numeracy, which outlines essential elements, to changes in a teacher’s numeracy practice. These changes in practice led to positive student views on their mathematics learning and to greater connectedness of this learning within and outside of mathematics itself.


Institute for Learning Sciences and Teacher Education

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Book Chapter

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