- Title
- Mathematics and numeracy in a global society
- Creator
- Sellars, Maura
- Relation
- Authentic Contexts of Numeracy: Making Meaning Across the Curriculum p. 5-22
- Relation
- https://www.springer.com/gp/book/9789811057342
- Publisher
- Springer
- Resource Type
- book chapter
- Date
- 2018
- Description
- Numeracy is a contentious issue. There are multiple definitions; series of explanations that describe the relationship numeracy enjoys with mathematics; and even perspectives that interpret numeracy and mathematics as identical sets of skills, concepts and strategies (for example see Sullivan, 2011). Identified with literacy as one of the ‘terrible twins’ that underpin all educational endeavours, numeracy remains a rather confused and confusing concept for many teachers who are responsible for teaching mathematics skills, concepts and knowledge, and for supporting students’ attempts to translate these into numeracy capabilities. It is difficult to determine exactly how this current situation has evolved; what is certain, however, is that overall, teaching and learning in numeracy in Australian schools. Historically speaking, it has not attracted the same degree of financial, social or academic attention as literacy, despite the two being tagged together in a number of government initiatives (Australian Government, 2011, 2013). This may be because literacy is perceived to be the single most important life skill for students and so matters more to parents and teachers. It may be because being innumerate is not thought to attract the same social stigma as being illiterate (Gregorian, Griffiths, & Cahill, 2008) or it may be simply that the relationships created by mathematics and numeracy are not always clearly delineated (Sullivan, 2011).
- Subject
- numeracy; curriculum; Australia; students; learning
- Identifier
- http://hdl.handle.net/1959.13/1409042
- Identifier
- uon:35927
- Identifier
- ISBN:9789811057342
- Language
- eng
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