The "N" Framework: A Teacher Knowledge Framework for Numeracy across the Curriculum

Kathy O'Sullivan; Niamh O'Meara; Merrilyn Goos; Paul Conway

doi:10.5038/1936-4660.18.2.1481

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The "N" Framework: A Teacher Knowledge Framework for Numeracy across the Curriculum

Journal article

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The "N" Framework: A Teacher Knowledge Framework for Numeracy across the Curriculum

Kathy O'Sullivan, Niamh O'Meara, Merrilyn Goos and Paul Conway

Numeracy , Vol.18(2), pp.1-24

2025

DOI: https://doi.org/10.5038/1936-4660.18.2.1481

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Abstract

numeracy across the curriculum

mathematical literacy

intitial teacher education

teacher educators

Governments and policymakers around the world are encouraging teachers to teach numeracy across the curriculum. This paper proposes a theoretical framework for the knowledge required to teach numeracy across multiple disciplines. The concept of teacher knowledge is complex and consists of many different facets of knowledge. This paper proposes a framework that integrates theories from existing models of general and subject specific teacher knowledge, along with a model of numeracy. The authors developed the "N" framework, an integrated framework of numeracy knowledge, subject specific knowledge, and pedagogical content knowledge. Each element is essential for teaching numeracy across the curriculum in the 21st century. The “N” framework is designed to support teacher educators in designing and delivering courses in Initial Teacher Education and professional development programmes that prepare teachers to embed numeracy meaningfully in their subject disciplines. It also provides a valuable tool for guiding curriculum planning, numeracy learning opportunities, and reflective practice within teacher education contexts.

Details

Title: The "N" Framework: A Teacher Knowledge Framework for Numeracy across the Curriculum
Authors: Kathy O'Sullivan - Ollscoil na Gaillimhe – University of Galway
Niamh O'Meara - University of Limerick
Merrilyn Goos - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
Paul Conway - University of Limerick
Publication details: Numeracy , Vol.18(2), pp.1-24
Publisher: National Numeracy Network
Date published: 2025
DOI: 10.5038/1936-4660.18.2.1481
ISSN: 1936-4660
Copyright note: This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Organisation Unit: School of Education and Tertiary Access
Language: English
Record Identifier: 991140403502621
Output Type: Journal article

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