Curriculum intent, teacher professional development and student learning in numeracy

Geiger, Vince, Goos, Merrilyn and Dole, Shelley L. (2014). Curriculum intent, teacher professional development and student learning in numeracy. In Yeping Li and Glenda Lappan (Ed.), Mathematics curriculum in school education (pp. 473-492) Dordrecht, Netherlands: Springer. doi:10.1007/978-94-007-7560-2_22

Author Geiger, Vince
Goos, Merrilyn
Dole, Shelley L.
Title of chapter Curriculum intent, teacher professional development and student learning in numeracy
Title of book Mathematics curriculum in school education
Place of Publication Dordrecht, Netherlands
Publisher Springer
Publication Year 2014
Sub-type Research book chapter (original research)
DOI 10.1007/978-94-007-7560-2_22
Open Access Status
Series Advances in mathematics education
ISBN 9789400775596
ISSN 1869-4918
Editor Yeping Li
Glenda Lappan
Chapter number 22
Start page 473
End page 492
Total pages 20
Total chapters 29
Collection year 2015
Language eng
Formatted Abstract/Summary
Numeracy, or mathematical literacy as it is also known, is a major educational goal internationally, and as such, is addressed in the curriculum documents of educational jurisdictions and in national and international testing regimes. This chapter reports on an aspect of a research study which investigated the interrelationship between curriculum intent, teacher professional learning and action, and students’ perspectives on their own learning in a 12 month long research and development project. Specifically, this chapter examines the impact upon student learning as a teacher attempted to implement the numeracy requirements of a state based curriculum in an educational jurisdiction within Australia. These attempts were structured through a rich model of numeracy and supported through regular interaction with the project researchers in a collaborative partnership aimed at improving student learning outcomes in alignment with state curriculum objectives. An emergent aspect of the project is the importance of a clear model of numeracy, which outlines essential elements, to changes in a teacher’s numeracy practice. These changes in practice led to positive student views on their mathematics learning and to greater connectedness of this learning within and outside of mathematics itself.
Keyword Numeracy across the curriculum
Mathematical literacy
Applications of mathematics
Teacher professional development
Student perceptions of numeracy
Q-Index Code B1
Q-Index Status Confirmed Code
Institutional Status UQ

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Created: Wed, 10 Sep 2014, 15:49:22 EST by Ms Kathleen Mcleod on behalf of School of Education