Transforming professional practice in numeracy teaching

Goos, Merrilyn, Vince Geiger and Dole, Shelley (2014). Transforming professional practice in numeracy teaching. In Yeping Li, Edward A. Silver and Shiqi Li (Ed.), Transforming mathematics instruction: multiple approaches and practices (pp. 81-102) New York, United States: Springer. doi:10.1007/978-3-319-04993-9_6


Author Goos, Merrilyn
Vince Geiger
Dole, Shelley
Title of chapter Transforming professional practice in numeracy teaching
Title of book Transforming mathematics instruction: multiple approaches and practices
Place of Publication New York, United States
Publisher Springer
Publication Year 2014
Sub-type Research book chapter (original research)
DOI 10.1007/978-3-319-04993-9_6
Open Access Status
Series Advances in mathematics education
ISBN 9783319049922
9783319049939
ISSN 1869-4918
1869-4926
Editor Yeping Li
Edward A. Silver
Shiqi Li
Chapter number 6
Start page 81
End page 102
Total pages 22
Total chapters 29
Collection year 2015
Language eng
Abstract/Summary The development of numeracy, sometimes known as quantitative literacy or mathematical literacy, requires students to experience using mathematics in a range of real-world contexts and in all school subjects. This chapter reports on a research study that aimed to help teachers in ten schools plan and implement numeracy strategies across the middle school curriculum. Teachers were introduced to a rich model of numeracy that gives attention to real-life contexts; application of mathematical knowledge; use of representational, physical, and digital tools; and positive dispositions towards mathematics. These elements are grounded in a critical orientation to the use of mathematics. Over one school year, the teachers worked through two action research cycles of numeracy curriculum implementation. The professional development approach included three whole-day workshops that supported teachers’ planning and evaluation and two rounds of school visits for lesson observations, teacher and student interviews, and collection of student work samples. During workshops, teachers also completed written tasks that sought information about their confidence for numeracy teaching and how they were using the numeracy model for planning. Drawing on data collected during workshops and school visits, we demonstrate how teachers’ instructional practices changed over time as they progressively engaged with the numeracy model.
Q-Index Code B1
Q-Index Status Confirmed Code
Institutional Status UQ

 
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Created: Thu, 18 Dec 2014, 15:02:26 EST by Ms Kathleen Mcleod on behalf of School of Education