Goos, M., Geiger, V. & Dole, S. (2014). Transforming professional practice in numeracy teaching. Y. Li, E. Silver, S. Li. Transforming Mathematics Instruction: Multiple Approaches and Practices Switzerland: Springer. Retrieved from https://doi.org/10.1007/978-3-319-04993-9_6
The development of numeracy, sometimes known as quantitative literacy or mathematical literacy, requires students to experience using mathematics in a range of real-world contexts and in all school subjects. This chapter reports on a research study that aimed to help teachers in ten schools plan and implement numeracy strategies across the middle school 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. Over one school year, the teachers worked through two action research cycles of numeracy curriculum implementation. The professional development approach included three whole-day workshops that supported teachers’ planning and evaluation and two rounds of school visits for lesson observations, teacher and student interviews, and collection of student work samples. During workshops, teachers also completed written tasks that sought information about their confidence for numeracy teaching and how they were using the numeracy model for planning. Drawing on data collected during workshops and school visits, we demonstrate how teachers’ instructional practices changed over time as they progressively engaged with the numeracy model.
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