Book chapter
Curriculum Intent, Teacher Professional Development and Student Learning in Numeracy
Mathematics Curriculum in School Education, pp.473-492
Advances in Mathematics Education, Springer
2014
Abstract
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.
Details
- Title
- Curriculum Intent, Teacher Professional Development and Student Learning in Numeracy
- Authors
- Vince Geiger (Author) - Australian Catholic UniversityMerrilyn Goos (Author) - University of QueenslandShelley Dole (Author) - University of Queensland
- Contributors
- Yeping Li (Editor) - Texas A&M UniversityGlenda Lappan (Editor) - Michigan State University
- Publication details
- Mathematics Curriculum in School Education, pp.473-492
- Series
- Advances in Mathematics Education
- Publisher
- Springer
- DOI
- 10.1007/978-94-007-7560-2_22; 10.1007/978-94-007-7560-2
- ISSN
- 1869-4926; 1869-4926
- ISBN
- 9789400775602
- Organisation Unit
- Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99569205402621
- Output Type
- Book chapter
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