The Language of Mathematics

Larsen, Max D.; Fejfar, James L.

doi:10.1016/b978-0-12-438640-2.50008-9

Cited by 1 publication

(2 citation statements)

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“…In identifying this literature, we found other terms besides “numeracy coach” that have been used consistently in the literature to refer to the same position, namely “mathematics specialist” (Junqueira and Nolan, n.d.; Nolan and Plummer, 2014), “mathematics coach/mentor” (Bengo, 2013, 2016; Irvine and Telford, 2015; Larsen, 2012), “numeracy leader” (Costello, 2016), “numeracy support teacher” (Moore, 2014), “math coach” (Costello, 2016), “math consultant” (Costello, 2016) and “math specialist” (Canadian Press, 2017). Although these terms refer to the same position and were used interchangeably in the literature included in this review, we only use “numeracy coach” in this article for consistency.…”

Section: Data Sources and Analysis Methodsmentioning

confidence: 99%

“…However, the citation counts for individual articles differed significantly. For example, there were nine articles that had not been cited once (Costello, 2016; Junqueira and Nolan, n.d.; Larsen, 2012; Moffatt and Rasmussen, 2016; Middleton, 2019; Canadian Press, 2017; Nolan and Plummer, 2014; Policy and Program Committee, 2012, October 15; Suurtamm, n.d.). On the other hand, Bruce and Ross's (2008) article presented high quality and an enormous impact on its field with its 225 citations.…”

Section: Citation Impact Of Publication In Canadamentioning

confidence: 99%

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Understanding numeracy coach research in Canada: a review

Liu,

Li,

Zhuoma

2023

IJCED

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PurposeThe purpose of this study is to understand the research on numeracy coach in the Canadian context.Design/methodology/approachThis study was a systematic review of studies about numeracy coaching in Canada, which described the trend of knowledge production on this topic. The study made use of qualitative meta-analysis. According to Timulak (2009, p. 591), qualitative meta-analysis is “an attempt to conduct a rigorous secondary qualitative analysis of primary qualitative findings. Its purpose is to provide a more comprehensive description of a phenomenon and an assessment of the influence of the investigation on findings.” By using meta-analysis, this article analyzed the general pattern of knowledge production, the nature of the publications, the focal topics, the research methods and the citation impact of numeracy coaching studies in Canada. The literature analyzed in this review included all the available sources we were able to find with regard to Canadian numeracy coaches. The sources included peer-reviewed journal articles, online magazines, program reports and information from non-profit organizations, as well as doctoral theses.FindingsResearch about numeracy coaches in Canadian contexts remains in an initial stage, and there is, as yet, no accepted definition of a Canadian numeracy coach. Scholars in this area have been fond of empirical studies and qualitative research methods. This research has shown that numeracy coaches, who can be regarded as directors, evaluators and consultants in schools, also experience difficulties such as a lack of background knowledge in math. Scholars have advised several ways to improve the quality of coaching activities, including teacher collaboration and coaching models. The citation impact of the current Canadian literature about numeracy coaches has been quite uneven; only a few articles have been cited by other researchers. This article concludes by summarizing the results of this meta-analysis, its limitations and suggestions for future research.Originality/valueThis is one of important studies to explore numeracy coach research in Canadian context. Theoretical and practical significance is explored.

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