Conference paper
A comparative analysis of numeracy as a driver for curriculum reform in Australia and Ireland
Conference Proceedings, pp.437-444
ICMI Study School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities, 2018 (Tsukuba, Japan, 25-Nov-2018 - 30-Nov-2018)
International Commission on Mathematical Instruction
2018
Abstract
Numeracy has emerged as a driver for curriculum reform in many international contexts. This paper compares curriculum reform processes in two countries, Australia and Ireland, which have introduced policies for embedding numeracy across the school curriculum. Our analysis examines the rationale for including numeracy in the curriculum, how numeracy is represented in the curriculum, and who is deemed to be responsible for developing students’ numeracy. The findings highlight the need for “joined up” policy instruments addressing curriculum, assessment, and teacher preparation, as well as the relationship of numeracy to mathematics.
Details
- Title
- A comparative analysis of numeracy as a driver for curriculum reform in Australia and Ireland
- Authors
- Merrilyn Goos (Author) - University of LimerickKathy O'Sullivan (Author) - University of Limerick
- Publication details
- Conference Proceedings, pp.437-444
- Conference details
- ICMI Study School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities, 2018 (Tsukuba, Japan, 25-Nov-2018 - 30-Nov-2018)
- Publisher
- International Commission on Mathematical Instruction
- Organisation Unit
- School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99569206902621
- Output Type
- Conference paper
Metrics
92 Record Views