A critical orientation to numeracy across the curriculum

Geiger, Vince, Forgasz, Helen and Goos, Merrilyn (2015) A critical orientation to numeracy across the curriculum. ZDM The International Journal on Mathematics Education, 47 4: 611-624. doi:10.1007/s11858-014-0648-1

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Author Geiger, Vince
Forgasz, Helen
Goos, Merrilyn
Title A critical orientation to numeracy across the curriculum
Journal name ZDM The International Journal on Mathematics Education   Check publisher's open access policy
ISSN 1863-9690
Publication date 2015-07
Year available 2015
Sub-type Article (original research)
DOI 10.1007/s11858-014-0648-1
Volume 47
Issue 4
Start page 611
End page 624
Total pages 14
Place of publication Heidelberg, Germany
Publisher Springer
Collection year 2016
Language eng
Formatted abstract
Numeracy is a fundamental component of the Australian Curriculum as a General Capability in each subject. Here, we report on an aspect of a larger project that aims to provide insight into how teachers can assist their students to develop a critical orientation to life-related situations through a cross-curricular approach to numeracy. Specifically, we draw on data collected via lesson observations and semi-structured teacher interviews exploring the use of mathematics in a critical fashion within the teaching of two subjects outside of mathematics—English and social education. Our investigation revealed that attention to the details of a rich model of numeracy can support the framing of such activities but that time, experience, and initial intent for the learning activity are factors which shape the effectiveness of teachers as designers of such tasks, especially in relation to a critical orientation to numeracy.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Education Publications
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Scopus Citation Count Cited 1 times in Scopus Article | Citations
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Created: Thu, 23 Jul 2015, 13:40:56 EST by Claire Backhouse on behalf of School of Education