Literaturnachweis - Detailanzeige
Autor/inn/en | Gorman, Vanessa; O'Keeffe, Lisa; Albrecht, Amie; McPhee, Jarrad |
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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 |
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 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 |