Overview
- Editors:
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Maura Sellars
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University of Newcastle, Callaghan, Australia
- Demonstrates the embedded nature of mathematics in all the subject areas for successful numeracy skill development
- Illustrates the explicit links and connections between conceptual learning in one area and similar thinking in another
- Responds to the urgent need for students to increase their numeracy competencies in a world where information is increasingly presented in graphical or data based formats
- References the embedded, foundational, numeracy principles of the non-mathematical subject areas to the Australian numeracy learning continuum
- Includes supplementary material: sn.pub/extras
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Table of contents (18 chapters)
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Introduction to Book: Understanding Numeracy
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Introduction to Section Two: Planning to Support Numeracy Competencies
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Front Matter
Pages 111-115
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- Gavin Beck, Maura Sellars
Pages 117-141
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- Rachel Burke, Heather Sharp
Pages 143-165
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- Rachel Burke, Heather Sharp, Caitlin Field
Pages 167-196
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- Debra Donnelly, Margaret Martin
Pages 197-223
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- Maura Sellars, Derek Davidoff
Pages 225-255
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- Kathryn Grushka, Maura Sellars
Pages 285-316
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- Adam Lloyd, Narelle Eather, Nick Riley
Pages 341-372
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- Mitch O’ Toole, Maura Sellars
Pages 373-403
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- Deborah Trevallion, Maura Sellars
Pages 405-422
About this book
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.
Editors and Affiliations
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University of Newcastle, Callaghan, Australia
Maura Sellars
About the editor
Maura Sellars PhD is a lecturer at the University of Newcastle, Australia. Student centred early childhood pedagogies have permeated her work as a classroom teacher, researcher and writer. An experienced teacher, she taught across all primary grades in schools in the UK and Australia for almost 30 years. With a background in creativity, she aims to produce practical, engaging and fulfilling programs that are inclusive and socially just in nature. She has worked extensively in Professional Preparation, mathematics and concepts of numeracy as social practice. She is currently working on developing resources to support all teachers in becoming effective teachers of numeracy, on strategies that support the development of 21st century thinking and learning and on making mathematics and numeracy meaningful for students.
