Conference paper
Questioning numeracy programs for at-risk students in the middle years of schooling
Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia, pp.1-8
Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), 26th (Geelong, Australia, 06-Jul-2003–10-Jul-2003)
Mathematics Education Research Group of Australasia (MERGA)
2003
Abstract
Snapshots of classroom practice in middle years numeracy classes for students experiencing difficulty with the study of mathematics often show students undertaking individualised programs of study. Such practices are questioned in light of definitions of numeracy and the degree to which they promote critical numeracy skills for adolescents and their diverse life-pathways. In this paper, models of support programs for numeracy are analysed in terms of pedagogical practices. A call is made for a reconceptualisation of what numeracy means for students in the middle years of schooling.
Details
- Title
- Questioning numeracy programs for at-risk students in the middle years of schooling
- Authors
- Shelley Dole (Author) - Royal Melbourne Institute of Technology
- Contributors
- L Bragg (Editor)C Campbell (Editor)G Herbert (Editor)J Mousley (Editor)
- Publication details
- Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia, pp.1-8
- Conference details
- Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), 26th (Geelong, Australia, 06-Jul-2003–10-Jul-2003)
- Publisher
- Mathematics Education Research Group of Australasia (MERGA)
- Date published
- 2003
- Copyright note
- 2003 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
- 99449195302621
- Output Type
- Conference paper
- Research Statement
- false
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