Dissertation
Teacher identity as an embedder-of-numeracy: identifying ways to support teachers to promote numeracy learning across the curriculum
Doctor of Philosophy, University of Queensland
2016
Abstract
Numeracy encompasses the capacity to cope with the mathematical demands of life. The context in which mathematics is used is an important dimension of numeracy; so one way that schools can provide opportunities for students to develop this capacity is to take advantage of numeracy learning opportunities across the curriculum. Teachers need to be able to identify these opportunities, and design and implement appropriate tasks in their classrooms for this approach to be successful. Research interest in numeracy is increasing internationally because of growing recognition of the impact of low levels of numeracy: on the economic and social well-being of individuals, and on the economies of countries. Researchers have investigated professional development interventions that support an across the curriculum approach to numeracy but this research does not appear to have examined factors that influence how teachers implement learning from such interventions. This study responds to the question of how teacher identity can be used as an analytic lens to identifyfactors that influence the ways in which teachers promote numeracy across the curriculum, in order to ascertain ways to assist them in this endeavour.
Details
- Title
- Teacher identity as an embedder-of-numeracy: identifying ways to support teachers to promote numeracy learning across the curriculum
- Authors
- Anne Bennison (Author) - University of Queensland
- Awarding institution
- University of Queensland
- Degree awarded
- Doctor of Philosophy
- DOI
- 10.14264/uql.2016.505
- Language
- English
- Record Identifier
- 99450864002621
- Output Type
- Dissertation
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