Transforming Professional Practice in Numeracy Teaching

Goos, Merrilyn; Geiger, Vince; Dole, Shelley

doi:10.1007/978-3-319-04993-9_6

Cited by 56 publications

(122 citation statements)

References 4 publications

Supporting

Mentioning

114

Contrasting

Unclassified

Order By: Relevance

“…The 21st Century Numeracy Model (Goos et al 2014) was central to the pedagogy of the course and the numeracy lesson ideas that the students learned to devise. The model includes elements encompassed by the definitions of numeracy discussed earlier: context, mathematical knowledge, tools, and dispositions.…”

Section: Content Of Numeracy For Learners and Teachers (Edf5017)mentioning

confidence: 99%

Numeracy Across the Curriculum in Australian Schools: Teacher Education Students’ and Practicing Teachers’ Views and Understandings of Numeracy

Forgasz¹,

Leder²,

Hall³

2017

Numeracy

View full text Add to dashboard Cite

In this article, we confront the challenges to teacher education students and practicing teachers raised by the concept of numeracy and its place in the curriculum. In the Australian Curriculum, there is an expectation that teachers at all grade levels and in all subject areas develop students' numeracy capabilities. At Monash University, a public, research-intensive university, the largest university in Australia, graduate level teacher education students are now required to complete a course entitled Numeracy for Learners and Teachers. We describe the content of this course and, from an online survey, report findings of the impact on students' understandings of the relationship between numeracy and mathematics, their confidence and numeracy performance, and their readiness to incorporate numeracy in their teaching. Using a similar online survey, we also examine practicing teachers' confidence about their numeracy proficiency, their views on how numeracy and mathematics are related, and provide a snapshot of the teachers' actual numeracy capabilities. We discuss the implications of our findings.

show abstract

Section: Content Of Numeracy For Learners and Teachers (Edf5017)mentioning

confidence: 99%

Numeracy Across the Curriculum in Australian Schools: Teacher Education Students’ and Practicing Teachers’ Views and Understandings of Numeracy

Forgasz¹,

Leder²,

Hall³

2017

Numeracy

View full text Add to dashboard Cite

show abstract

“…vi When an across the curriculum approach to numeracy is taken, subjects other than mathematics provide meaningful contexts for students' numeracy development (Steen, 2001); but this approach requires teachers to identify numeracy learning opportunities in the subjects they teach, design appropriate tasks, and implement these tasks in their classrooms. Although research on professional development interventions that support an across the curriculum approach to numeracy is growing (e.g., Ferme, 2015;Goos et al, 2014), research does not seem to have focused on how teachers interpret and translate their experiences from such interventions into their classroom practices.…”

Section: Declaration By Authormentioning

confidence: 99%

“…These elements are encapsulated in a model of numeracy developed by Goos et al (2014). The central dimension of this model is the context in which mathematics is used.…”

Section: A Common Understanding Of Numeracymentioning

confidence: 99%

“…This dimension along with the dimensions of mathematical knowledge, tools, and dispositions are embedded in a critical orientation. Goos et al (2014) have represented the model diagrammatically (see Figure 2.1) and defined each of the dimensions: mathematical knowledge includes the capacity to use mathematical skills and concepts, estimation, and problem solving strategies; tools includes the use of a range of representational, physical, and digital tools (e.g., maps and tables, models and measuring instruments, and computers and calculators, respectively) to mediate thinking; dispositions encompasses the confidence and willingness to use mathematics with initiative, risk taking, and flexibility; and a critical orientation comprises the capacity to use mathematical information make judgements and support or challenge arguments.…”

Section: A Common Understanding Of Numeracymentioning

confidence: 99%

“…Following the introduction of the first iteration of Mathematical Literacy (South African Department of Education [SA DoE], 2003), Venkatakrishnan and Graven (2006) identified mixed messages in curriculum documents. In these documents Mathematical Literacy was defined in a similar way to that for PISA 2000 (OECD, 2000), lacking only explicit reference to the use of appropriate tools that is evident in more recent definitions (e.g., Goos et al, 2014;OECD, 2014):…”

Section: Approaches To Promoting Numeracy Learningmentioning

confidence: 99%

See 2 more Smart Citations

Teacher identity as an embedder-of-numeracy: identifying ways to support teachers to promote numeracy learning across the curriculum

Bennison¹

View full text Add to dashboard Cite

Numeracy encompasses the capacity to cope with the mathematical demands of life. The context in which mathematics is used is an important dimension of numeracy; so one way that schools can provide opportunities for students to develop this capacity is to take advantage of numeracy learning opportunities across the curriculum. Teachers need to be able to identify these opportunities, and design and implement appropriate tasks in their classrooms for this approach to be successful.Research interest in numeracy is increasing internationally because of growing recognition of the impact of low levels of numeracy: on the economic and social well-being of individuals, and on the economies of countries. Researchers have investigated professional development interventions that support an across the curriculum approach to numeracy but this research does not appear to have examined factors that influence how teachers implement learning from such interventions. This study responds to the question of how teacher identity can be used as an analytic lens to identify factors that influence the ways in which teachers promote numeracy across the curriculum, in order to ascertain ways to assist them in this endeavour.A framework for teacher identity situated in the specific context of promoting numeracy learning across the curriculum was developed and evaluated in this study. Thus, the research was conducted in two phases: a theoretical phase and an empirical phase. A framework for identity as an embedder-of-numeracy along with an adaptation of Valsiner's zone theory was proposed as a way of capturing and understanding both the complexity and dynamic nature of a teacher's identity in this context. An extensive review of literature informed the theoretical phase of the research. Case studies of seven teachers were utilised to re-examine the proposed framework and the sociocultural approach employed. This empirical phase was conducted over a two-year period, with teachers recruited because their participation in a larger study indicated that changes in their identity in relation to promoting numeracy learning were likely over this period. Data sources drawn on to develop the case studies were semi-structured interviews and lesson observations conducted during visits to teachers' schools. The focus of each case study was on the teacher's identity as an embedder-of-numeracy when teaching science or history.The proposed framework for identity as an embedder-of-numeracy was organised by five Domains of Influence: Life History, Knowledge, Affective, Social, and Context. Characteristics that have previously been shown to influence a teacher's identity were included in the framework if it could be argued that they were likely to influence how teachers promote numeracy learning through the subjects they teach. This framework captures the complexity of identity as an embedder-ofnumeracy and could guide the design of empirical studies, but does not reveal how specific identities are formed and possible trajectories these identities mi...

show abstract

A model for principals' STEM leadership capability

Geiger

Beswick

Fraser

et al. 2023

British Educational Res J

Self Cite

View full text Add to dashboard Cite

In this paper we develop a model for the capabilities required by principals for effective Science, Technology, Engineering and Mathematics (STEM) leadership. The model underpinned a large national cross‐sectional research and development project across Australian states in both primary and secondary schools. This model is developed via synthesis of research literature across leadership and STEM education. The model consists of five dimensions of principals' STEM capability: (1) STEM discipline‐specific and integrated knowledge and practices; (2) contexts; (3) dispositions; (4) tools; and (5) critical orientation. These dimensions represent distinct, but interrelated, capacities required by principals to establish and maintain positive STEM learning cultures within schools. Elaborations have been provided, in the form of capabilities, for each of these dimensions. The model has the potential for shaping principals' STEM leadership development trajectories and structuring targeted professional learning programmes for principals, teachers and other members of the school community.

show abstract

Transforming Professional Practice in Numeracy Teaching

Cited by 56 publications

References 4 publications

Numeracy Across the Curriculum in Australian Schools: Teacher Education Students’ and Practicing Teachers’ Views and Understandings of Numeracy

Numeracy Across the Curriculum in Australian Schools: Teacher Education Students’ and Practicing Teachers’ Views and Understandings of Numeracy

Teacher identity as an embedder-of-numeracy: identifying ways to support teachers to promote numeracy learning across the curriculum

A model for principals' STEM leadership capability

Contact Info

Product

Resources

About