Auditing the Numeracy Demands of the Middle Years Curriculum

M Goos; V Geiger; Shelley Dole

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Auditing the Numeracy Demands of the Middle Years Curriculum

Conference paper

Open access

Peer reviewed

Auditing the Numeracy Demands of the Middle Years Curriculum

M Goos, V Geiger and Shelley Dole

Proceedings of the 33rd Annual Conference of the Mathematics Education Research Group of Australasia, pp.210-217

Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), 33rd (Fremantle, Australia, 03-Jul-2010–07-Jul-2010)

Mathematics Education Research Group of Australasia (MERGA)

2010

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Abstract

Education Systems

Curriculum and Pedagogy

The National Numeracy Review recognised that numeracy development requires an across the curriculum commitment. To explore the nature of this commitment we conducted a numeracy audit of the South Australian Middle Years curriculum, using a numeracy model that incorporates mathematical knowledge, dispositions, tools, contexts, and a critical orientation. All Learning Areas in the published curriculum were found to have distinctive numeracy demands. The audit should encourage teachers to promote numeracy in even richer ways in the curriculum they enact with students.

Details

Title: Auditing the Numeracy Demands of the Middle Years Curriculum
Authors: M Goos (Author) - University of Queensland
V Geiger (Author) - Australian Catholic University
Shelley Dole (Author) - University of Queensland
Contributors: L Sparrow (Editor)
B Kissane (Editor)
C Hurst (Editor)
Publication details: Proceedings of the 33rd Annual Conference of the Mathematics Education Research Group of Australasia, pp.210-217
Conference details: Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), 33rd (Fremantle, Australia, 03-Jul-2010–07-Jul-2010)
Publisher: Mathematics Education Research Group of Australasia (MERGA)
Date published: 2010
Copyright note: 2010 Mathematics Education Research Group of Australasia Inc. Reproduced here with the permission in accordance with the publisher's copyright policy.
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99449251402621
Output Type: Conference paper

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