Teachers of Mathematics or Numeracy?

Autor/in	Perso, Thelma
Titel	Teachers of Mathematics or Numeracy?
Quelle	In: Australian Mathematics Teacher, 62 (2006) 2, S.36-40 (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0045-0685
Schlagwörter	Stellungnahme; Numeracy; Mathematics Instruction; Mathematics Teachers; Foreign Countries; Learning Processes; Mathematics Skills; Australia + Suchen Sie Ihr Suchwort? Rechenkompetenz; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Learning process; Lernprozess; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Australien
Abstract	According to this author, the solution to the "phonics versus whole language" debate over the teaching of reading is balance and a focus on the needs of all students. There is similarly a need, in developing numerate young people, to focus on the teaching and learning of mathematics and mathematics skills some of the time, and on application and tasks some of the time (not necessarily at discrete times). Clearly the balance needs to be flexible and dependent on the particular needs of any group of students at any particular time. Inappropriate balance--too much mathematics and not enough application or too much application and not enough mathematics-- will result in students who are not numerate. In this context, this author contends that all teachers of mathematics must also explicitly see themselves as teachers of numeracy. (Contains 3 figures.) (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide, South Australia 5001. Tel: +61 8 8363 0288; Fax: +61 8 8362 9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10