Learning Difficulties in Numeracy in Australia

Abstract

In this article, we provide an understanding of the term numeracy as it is used in Australia and a description of numeracy education in this country. In particular, we discuss the role of outcomes-based curriculum frameworks and outline the dominant teaching approaches. The focus is on students with learning difficulties and how they are identified and supported in schools. We create two vignettes based on real students with difficulties in numeracy, which highlight two of the most common problems. We report on the prevalence of learning difficulties in numeracy in Australia and describe some of the initiatives related to the assessment and enhancement of learning in numeracy that are being undertaken in various states in Australia. Finally, we identify some of the future challenges facing the Australian education system in this area. These challenges relate to teacher knowledge, mandated assessment, and the role of parents. We conclude the article by calling for the evaluation of current assessment and intervention initiatives as well as the development of a national program to support the goal of numeracy for all students.

The acquisition of expertise in the classroom: are current models of education appropriate?

“…In particular, the attainment of basic numeracy skills is rarely considered as a form of expertise acquisition, and nor are difficulties with the learning of numeracy skills seen as problems in the acquisition of expertise (e.g., a lack of practice). Instead, learning difficulties are often seen as resulting from some neurological or developmental disorder that adversely affects a child's ability to learn mathematics (Clark et al, 2014; Haase et al, 2014), or some systemic issue related to the school system (Ramsden, 1984; Biggs, 1999; van Kraayenoord and Elkins, 2004) or the child's culture (Whitburn, 1996) or SES (OECD, 2013). And yet, numeracy skills, particularly those related to early learning of arithmetic and number facts, share features with many examples of expertise.…”

Desenvolvimento de fatos numéricos em estudantes com transtornos de aprendizagem

“…Na última década, pesquisadores (ELLIS, 2005;MURPHY et al, 2007;VAN KRAAYENOORD;ELKINS, 2004) têm buscado uma uniformidade no uso dos termos, já que a falta de tal conformidade tem provocado barreiras para o avanço na área, tanto no que diz respeito à identificação, como à prevenção de dificuldades e ao ensino.…”

“…A primeira distinção importante a ser feita é entre dificuldades de aprendizagem (learning difficulties) e transtornos de aprendizagem (learning disabilities). Evidências (ELLIS, 2005;LAWSON, 2006a;MOOJEN, 1996MOOJEN, , 1999MOOJEN, , 2004VAN KRAAYENOORD;ELKINS, 2004) apontam que o primeiro grupo, mais numeroso, é constituído pelos estudantes que tiveram acesso limitado ao currículo escolar devido a problemas de diferentes naturezas em uma ou mais áreas da aprendizagem. Já os estudantes com transtorno, que representam um grupo menor da população escolar, possuem problemas mais persistentes e necessitam de um suporte curricular mais intenso.…”

LDA Student Award Winner, 2008 Narrowing the gap: A report on theQuickSmartmathematics intervention

“…These students are a vulnerable yet relatively under-served group in our school systems (Fuchs & Fuchs, 2005;van Kraayenoord & Elkins, 2004). During the middle-school years the achievement gap between students with LD in mathematics and their averageachieving peers widens (Cawley, Parmer, Yan, & Miller, 1996;Swanson & Hoskyn, 2001), at times to the point where 'the gap' becomes an almost unbridgeable chasm.…”