A critical orientation to numeracy across the curriculum

Vince Stephen Geiger, Helen Jara Forgasz, Merrilyn Goos

Research output: Contribution to journalArticleResearchpeer-review

12 Citations (Scopus)

Abstract

Numeracy is a fundamental component of the Australian Curriculum as a General Capability in each subject. Here, we report on an aspect of a larger project that aims to provide insight into how teachers can assist their students to develop a critical orientation to life-related situations through a cross-curricular approach to numeracy. Specifically, we draw on data collected via lesson observations and semi-structured teacher interviews exploring the use of mathematics in a critical fashion within the teaching of two subjects outside of mathematics?English and social education. Our investigation revealed that attention to the details of a rich model of numeracy can support the framing of such activities but that time, experience, and initial intent for the learning activity are factors which shape the effectiveness of teachers as designers of such tasks, especially in relation to a critical orientation to numeracy.
Original languageEnglish
Pages (from-to)611 - 624
Number of pages14
JournalZDM Mathematics Education
Volume47
Issue number4
DOIs
Publication statusPublished - 2015

Cite this

Geiger, Vince Stephen ; Forgasz, Helen Jara ; Goos, Merrilyn. / A critical orientation to numeracy across the curriculum. In: ZDM Mathematics Education. 2015 ; Vol. 47, No. 4. pp. 611 - 624.
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A critical orientation to numeracy across the curriculum. / Geiger, Vince Stephen; Forgasz, Helen Jara; Goos, Merrilyn.

In: ZDM Mathematics Education, Vol. 47, No. 4, 2015, p. 611 - 624.

Research output: Contribution to journalArticleResearchpeer-review

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