Considering density through a numeracy lens: implications for science teaching

Dole, Shelley, Hilton, Geoff, Hilton, Annette and Goos, Merrilyn (2013). Considering density through a numeracy lens: implications for science teaching. In: Pixel, International Conference: New Perspectives in Science Education. Conference Proceedings. NPSE2013: International Conference New Perspectives in Science Education. 2nd Edition, Florence, Italy, (1-4). 14-15 March, 2013.

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Name Description MIMEType Size Downloads
Author Dole, Shelley
Hilton, Geoff
Hilton, Annette
Goos, Merrilyn
Title of paper Considering density through a numeracy lens: implications for science teaching
Conference name NPSE2013: International Conference New Perspectives in Science Education. 2nd Edition
Conference location Florence, Italy
Conference dates 14-15 March, 2013
Proceedings title International Conference: New Perspectives in Science Education. Conference Proceedings
Place of Publication Limena, Italia
Publisher libreriauniversitaria.it
Publication Year 2013
Sub-type Fully published paper
Open Access Status
ISBN 9788862923514
9788862923569
Editor Pixel
Start page 1
End page 4
Total pages 4
Collection year 2014
Language eng
Formatted Abstract/Summary
Promoting the concept of density is regarded typically as the domain of science teachers. However, density as the relationship between an object’s mass and volume highlights the importance of foundational measurement concepts located in the mathematics curriculum. As an intensive relationship, understanding density also requires a degree of proportional reasoning, but research has repeatedly shown that students’ understanding of proportion and proportional thinking is generally poor. An instructional sequence for density was developed and iteratively implemented in several middle school (fifth grade to eighth grade) classrooms using a design research approach. This paper presents an outline of the unit sequence and highlights key points within it where particular mathematics knowledge and understanding was required. The capacity of this unit for promoting proportional reasoning is discussed. In this paper, the unit sequence is further analysed through the lens of numeracy. In this analysis, a rich model of numeracy is used to consider the potential of this unit for promoting numeracy, and to draw implications for teaching of density in science with respect to consideration of the numeracy demands of this difficult topic
Q-Index Code EX
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Conference Paper
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School of Education Publications
 
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Created: Wed, 19 Mar 2014, 17:34:16 EST by Mr Geoffrey Hilton on behalf of School of Education