Challenges to Numeracy across the Curriculum: Reflections from a Case Study [Konferenzbericht] Paper presented at the Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) (45th, Newcastle, Australia, Jul 2-6, 2023).

Autor/inn/en	Gorman, Vanessa; O'Keeffe, Lisa; Albrecht, Amie; McPhee, Jarrad
Institution	Mathematics Education Research Group of Australasia (MERGA)
Titel	Challenges to Numeracy across the Curriculum: Reflections from a Case Study [Konferenzbericht] Paper presented at the Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) (45th, Newcastle, Australia, Jul 2-6, 2023).
Quelle	(2023), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Barriers; Numeracy; Mathematics Instruction; Case Studies; Curriculum Development; Dialogs (Language); Teaching Methods; Interdisciplinary Approach; Pedagogical Content Knowledge; Middle School Teachers; Teacher Attitudes; Mathematics Teachers; Foreign Countries; Literacy; National Competency Tests; Educational Resources; Instructional Design; Self Efficacy; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Rechenkompetenz; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Pädagogische Kompetenz; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Mathematics; Mathematik; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungsmittel; Lesson concept; Lessonplan; Unterrichtsentwurf; Self-efficacy; Selbstwirksamkeit; Australien
Abstract	It is well accepted and understood amongst the mathematics education community that numeracy is the responsibility of all teachers, across all levels of schooling. However, the way numeracy is understood and actioned across the Early Childhood, Primary and Secondary contexts is different. This paper reports on a case study of secondary school teachers seeking to be more intentional in embedding numeracy across the curriculum. The findings indicate that dialogue and support to see, and make, numeracy connections result in greater cohesion in terms of understanding numeracy and making numeracy more visible for students. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01