Conference paper
Identity as an Embedder-of-Numeracy: A cross case analysis of four teachers
Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, Volume 2, pp.2-105-2-112
Conference of the International Group for the Psychology of Mathematics Education, 39th (Hobart, Australia, 13-Jul-2015 - 18-Jul-2015)
International Group for the Psychology of Mathematics Education
2015
Abstract
Numeracy needs to be developed across the curriculum. However, if teachers are to effectively embed numeracy into the subjects they teach, they need to be supported to develop this capacity. Using an adaption of Valsiner’s zone theory, a cross case analysis of four teachers is presented. The findings suggest that assisting teachers to broaden their personal conception of numeracy and providing opportunities for them to develop appropriate pedagogical content knowledge may enhance their capacity to exploit numeracy learning opportunities across the curriculum.
Details
- Title
- Identity as an Embedder-of-Numeracy: A cross case analysis of four teachers
- Authors
- Anne Bennison (Author) - University of Queensland
- Publication details
- Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, Volume 2, pp.2-105-2-112
- Conference details
- Conference of the International Group for the Psychology of Mathematics Education, 39th (Hobart, Australia, 13-Jul-2015 - 18-Jul-2015)
- Publisher
- International Group for the Psychology of Mathematics Education
- Organisation Unit
- School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99657596802621
- Output Type
- Conference paper
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