Numeracy Across the Curriculum

A model for principals' STEM leadership capability

“…At the same time, the development and implementation of tasks that require students to exercise critical capabilities is a capacity that teachers find challenging (e.g., Geiger, 2019). Despite this challenge, the development of effective teaching practices that embrace a critical orientation to teaching and learning has been shown to be possible where effective models for planning are provided and sufficient school support is available to acquire the necessary task design and instructional capabitities (e.g., Goos et al, 2020). In providing the relevant support, school leaders themselves must be aware of the critical demands associated with implementing STEM education programmes and be capable of fostering the teacher capacity-building necessary to bring about this type of educational change (Branson et al, 2018).…”

“…While there have been positive reports on the outcomes of integrated STEM initiatives (e.g., Hobbs et al, 2018), there are relatively few longitudinal evaluation reports on the implementation of STEM programmes—a situation aggravated by funding within STEM that tends to be focused on single disciplines (e.g., Li et al, 2020). Of those programmes that claim successful outcomes, factors that seem key are interdisciplinary collaboration and the sharing of knowledge between and across faculties/departments (e.g., Lane et al, 2022; Li, 2020; Wang et al, 2020), positive teachers' dispositions and beliefs (Dong et al, 2020; El Nagdi et al, 2018; Goos et al, 2020), the provision of time and support for the acquisition of new capabilities (e.g., with digital tools) (Hollman et al, 2019; Kennedy et al, 2014)—all necessary for teachers and students to develop integrated STEM identities (e.g., Galanti & Holincheck, 2022). The lack of longitudinal data about students' attainment of relevant knowledge, understanding, skills, values, attitudes, engagement and participation following STEM interventions is compounded by limited research into the influence of teacher attitudes and school context on the implementation of STEM integration (Hudson et al, 2015; Thibaut et al, 2018) and challenges associated with the assessment of student learning in interdisciplinary STEM education (Gao et al, 2020), making it difficult to draw valid conclusions (Chachashvili‐Bolotin et al, 2016).…”

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“…Strategies for such enhancement include using assessment to inform teaching, (Breed, 2012); building connections between school, home and the community to ensure students gain a sense of numeracy in their own community (Goos, 2004), encouraging families to involve children in everyday numeracy activities (Kennedy, 2010) and using ICT based systems of homework to build numeracy capacity in students (Kerawalla et al, 2007). The idea of integrating numeracy across the school curriculum (Goos, Dole & Geiger, 2012) is another strategy that is reported to have positive effects. Such programs can be very beneficial to students, but can be a challenge for teachers with all teachers needing to "take advantage of unplanned numeracy moments", (Goos Dole & Geiger, 2012, p. 6).…”

“…These numeracy drop in sessions were complemented by the availability of an interactive numeracy resource that allows students to further explore particular content and complete interactive questions. Galligan (2013) suggests a university approach which has some similarities to integrating the numeracy approach described by Goos, Dole and Geiger (2012) in the school system. Galligan (2013) espouses that academic numeracy needs to be embedded at three particular levels within a university, these being the program level, the course level and the student and teacher level.…”

Parent-Teacher Partnership and its Effect on Students’ Numeracy Skills

“…Numeracy is the aptitude with, knowledge of, or quality of being numerate, according to the Oxford English Dictionary [7]. Although Numeracy is used in many English-speaking countries, it is more common to speak of quantitative or mathematical literacy [6]. The PISA study defines mathematical literacy (instead of Numeracy) as the capacity to identify, understand, and engage in mathematics and make well-founded judgments about the role that mathematics plays.…”