Challenges in Embedding Numeracy throughout the Curriculum in Three Queensland Secondary Schools

Autor/inn/en	Carter, Merilyn Gladys; Klenowski, Valentina; Chalmers, Christina
Titel	Challenges in Embedding Numeracy throughout the Curriculum in Three Queensland Secondary Schools
Quelle	In: Australian Educational Researcher, 42 (2015) 5, S.595-611 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-015-0188-x
Schlagwörter	Foreign Countries; Numeracy; Mathematics Curriculum; Interdisciplinary Approach; Mathematics Skills; Competence; Case Studies; Mathematics Teachers; Secondary School Teachers; Academic Standards; Integrated Curriculum; Holistic Approach; Educational Methods; Australia + Suchen Sie Ihr Suchwort? Ausland; Rechenkompetenz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenz; Case study; Fallstudie; Case Study; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Holistischer Ansatz; Educational method; Erziehungsmethode; Australien
Abstract	The Australian Curriculum identified seven General Capabilities, including numeracy, to be embedded in all learning areas. However, it has been left to individual schools to manage this. Whilst there is a growing body of literature about pedagogies that embed numeracy in various learning areas, there are few studies from the management perspective. A social constructivist perspective and a multiple case study approach were used to explore the actions of school managers and mathematics teachers in three Queensland secondary schools, in order to investigate how they meet the Australian Curriculum requirement to embed numeracy throughout the curriculum. The study found a lack of coordinated cross-curricular approaches to numeracy in any of the schools studied. It illustrates the difficulties that arise when teachers do not share the Australian Curriculum cross-curricular vision of numeracy. Schools and curriculum authorities have not acknowledged the challenges for teachers in implementing cross-curricular numeracy, which include: limited understanding of numeracy; a lack of commitment; and inadequate skills. Successful embedding of numeracy in all learning areas requires: the commitment and support of school leaders, a review of school curriculum documents and pedagogical practices, professional development of teachers, and adequate funding to support these activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01