An Initial Exploration of Teachers' Numeracy in the Context of Professional Capital

Autor/inn/en	Callingham, Rosemary; Beswick, Kim; Ferme, Elizabeth
Titel	An Initial Exploration of Teachers' Numeracy in the Context of Professional Capital
Quelle	In: ZDM: The International Journal on Mathematics Education, 47 (2015) 4, S.549-560 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-015-0666-7
Schlagwörter	Foreign Countries; Numeracy; Knowledge Base for Teaching; Secondary School Teachers; High Schools; Teacher Attitudes; Professional Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Rechenkompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; High school; Oberschule; Lehrerverhalten; Berufsausbildung; Australien
Abstract	The nature of numeracy implies that both mathematics and social context are involved. In the Australian curriculum, numeracy is included as one of seven general capabilities that it is the responsibility of every teacher to develop in their students. Many teachers, however, dislike or actively avoid mathematics. This situation tends to lead to opportunities for numeracy development in school students to be overlooked or ignored. A key issue is then to help teachers to recognise the appropriate mathematical ideas in subjects other than mathematics, and then to suggest ways in which these ideas can be acknowledged and developed in context. Three different approaches to working with both pre- and in-service high school teachers are described and the outcomes discussed in the context of building professional capital. Findings suggest that teachers do not recognise the complexity of numeracy, and benefit from supportive professional learning developing professional capital with respect to numeracy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01