Abstract
Literacy educators have been actively theorising the demands of literacy in New Times yet mathematics educators have taken little of this debate up. If, as literacy educators suggest, literacy demands are different in these New Times, what are the implications for numeracy or mathematics educators? This paper explores perceptions of young and older people who are engaged in work practices. It was found that there were statistically significant differences in a number of areas. Numeracy was found to be an important variable in discerning differences between older and younger people, and that technology was also seen to differentiate the two cohorts. Within numeracy, older people were more like to see number as important, whereas younger people were more likely to identify statistics, applied areas of mathematics and the use of technology to support numeracy as being important. These finding shave implications for theorising and practice in mathematics education.
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Zevenbergen, R. Technologizing Numeracy: Intergenerational Differences in Working Mathematically in New Times. Educational Studies in Mathematics 56, 97–117 (2004). https://doi.org/10.1023/B:EDUC.0000028399.76056.91
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DOI: https://doi.org/10.1023/B:EDUC.0000028399.76056.91