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Designing rich numeracy tasks
Conference paper   Peer reviewed

Designing rich numeracy tasks

Merrilyn Goos, Vince Geiger and Shelley Dole
Proceedings of International Commission on Mathematical Instruction Study 22, Vol.1, pp.589-597
International Commission on Mathematical Instruction (ICMI Study 22): Task design in mathematics education, 2013 (Oxford, United Kingdom, 22-Jul-2013–26-Jul-2013)
International Commission on Mathematical Instruction
2013
url
https://hal.archives-ouvertes.fr/hal-00834054v3/documentView
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Abstract

Curriculum and Pedagogy numeracy teacher development influences on task design
In Australia, numeracy is regarded as a general capability to be developed across the whole school curriculum, not just mathematics. This paper draws on a research study that aimed to help teachers in ten schools design numeracy tasks and implement investigative numeracy pedagogies across the middle school (Grades 6-9) 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. The paper identifies ways in which collaboration between the researchers and teachers influenced the design of numeracy tasks.

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