A systematic approach to embedding academic numeracy at university

Abstract

This paper argues that academic numeracy is an important, but undervalued and under-researched, area in tertiary education. Academic numeracy is first defined in terms of students' competence, confidence and critical awareness of their own mathematical knowledge and the mathematics needed in context. The development of academic numeracy is then discussed in terms of obuchenie (teaching/learning) and the metaknowledge around the mathematics in context needed by key staff. The paper presents a systematic approach to develop academic numeracy at the university, program, course and individual student and teacher level. Finally, it provides examples of how to embed academic numeracy. This paper provides a framework for future studies in this underresearched area.

Developing Pre-Service Teachers: The Impact of an Embedded Framework in Literacy and Numeracy

“…Prince and Archer (2008) suggest that the word practice is important to associate with academic numeracy as it then implies that academic numeracy practice is more than just mathematics since numeracy is more context driven, while mathematics moves away from context and moves into abstract thinking. Galligan (2013) highlights the need to embed academic numeracy in university courses and suggests that there are three critical elements to embedding such numeracy. Galligan (2013) suggests that contextual mathematical competence is vital for students studying to be admitted into a particular profession, that students need to be critically aware of their own knowledge in the mathematical area and that students need to have mathematical confidence.…”

“…Galligan (2013) highlights the need to embed academic numeracy in university courses and suggests that there are three critical elements to embedding such numeracy. Galligan (2013) suggests that contextual mathematical competence is vital for students studying to be admitted into a particular profession, that students need to be critically aware of their own knowledge in the mathematical area and that students need to have mathematical confidence. There is also a need to design curriculum for university students that supports academic numeracy by understanding the numeracy skills that students currently have and that identify skills that students are experiencing difficulties in understanding (Galligan, 2013).…”

“…This area of numeracy in the university environment can be considered to be academic numeracy practices (Prince & Archer, 2008) or academic numeracy (Galligan, 2013;Galligan & Hobohm, 2013). Prince and Archer (2008) suggest that the word practice is important to associate with academic numeracy as it then implies that academic numeracy practice is more than just mathematics since numeracy is more context driven, while mathematics moves away from context and moves into abstract thinking.…”

“…Galligan (2013) suggests that contextual mathematical competence is vital for students studying to be admitted into a particular profession, that students need to be critically aware of their own knowledge in the mathematical area and that students need to have mathematical confidence. There is also a need to design curriculum for university students that supports academic numeracy by understanding the numeracy skills that students currently have and that identify skills that students are experiencing difficulties in understanding (Galligan, 2013). Academic numeracy is particularly vital in pre-service teachers as potentially they will be working with our young people (Hine, 2015), making it essential that education academics understand the level of competence in numeracy that their learners currently have.…”

“…Academic numeracy is particularly vital in pre-service teachers as potentially they will be working with our young people (Hine, 2015), making it essential that education academics understand the level of competence in numeracy that their learners currently have. This level of numeracy can be determined through testing current skills in a wide range of mathematical areas (Afamasaga-futa'i, Meyer, Falo & Sufia, 2006;Galligan, 2013;Galligan & Hobohm, 2014;Skalicky, Adam, Brown, Caney & Lejda, 2010). Galligan and Hobohm (2014) suggest that the testing that could be used could be in the form of a self-test where students can selfdiagnose and determine their own mathematical ability to undertake their undergraduate course.…”