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Numeracy in Authentic Contexts

Making Meaning Across the Curriculum

  • Maura Sellars

Table of contents

  1. Front Matter
    Pages i-x
  2. Introduction to Book: Understanding Numeracy

  3. Introduction to Section Two: Planning to Support Numeracy Competencies

    1. Front Matter
      Pages 111-115
    2. Gavin Beck, Maura Sellars
      Pages 117-141
    3. Rachel Burke, Heather Sharp
      Pages 143-165
    4. Debra Donnelly, Margaret Martin
      Pages 197-223
    5. Maura Sellars, Derek Davidoff
      Pages 225-255
    6. Heather Sharp
      Pages 257-284
    7. Kathryn Grushka, Maura Sellars
      Pages 285-316
    8. Jane Law
      Pages 317-340
    9. Adam Lloyd, Narelle Eather, Nick Riley
      Pages 341-372
    10. Mitch O’ Toole, Maura Sellars
      Pages 373-403
    11. Deborah Trevallion, Maura Sellars
      Pages 405-422
    12. Kathryn Grushka, Nicole Curtis
      Pages 423-453

About this book

Introduction

This book is based on the notion that there are many ways in which mathematics learning can be achieved for students and that not all of them are focused on the mathematics classroom. It explores the foundational numeracy principles of the non-mathematical subject areas and aligns these to the Australian numeracy-learning continuum. It demonstrates, in detail, the extent to which numeracy competencies underpin successful learning in all the subject areas of the curricula. It validates a focus of developing numeracy competencies through learning in the arts, science and other discipline areas with which school students to engage with in order develop holistically, but which are not subjected to national assessment practices. It is developed around the notion of ‘praxis’, putting theory into practice in order to respond to the urgent need for students to be supported in their efforts to increase their numeracy capabilities in a world where extensive amounts of new information are often presented in graphical or data based formats. Additionally, it offers perspectives on developing all students’ capacities to become numerate in school contexts and presents inclusive, differentiated lesson examples as an alternative way of exploring numeracy in the context of teaching and learning in real-world classroom contexts.

Keywords

Indigenous students as Effective Numeracy Learners executive function intrapersonal intelligence teacher education and professional development teachers' perceptions of mathematics teachers' perceptions of numeracy

Editors and affiliations

  • Maura Sellars
    • 1
  1. 1.University of NewcastleCallaghanAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/978-981-10-5736-6
  • Copyright Information Springer Nature Singapore Pte Ltd. 2018
  • Publisher Name Springer, Singapore
  • eBook Packages Education
  • Print ISBN 978-981-10-5734-2
  • Online ISBN 978-981-10-5736-6
  • Buy this book on publisher's site