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ERIC Number: EJ1068939
Record Type: Journal
Publication Date: 2015-Jul
Pages: 12
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1863-9690
An Initial Exploration of Teachers' Numeracy in the Context of Professional Capital
Callingham, Rosemary; Beswick, Kim; Ferme, Elizabeth
ZDM: The International Journal on Mathematics Education, v47 n4 p549-560 Jul 2015
The nature of numeracy implies that both mathematics and social context are involved. In the Australian curriculum, numeracy is included as one of seven general capabilities that it is the responsibility of every teacher to develop in their students. Many teachers, however, dislike or actively avoid mathematics. This situation tends to lead to opportunities for numeracy development in school students to be overlooked or ignored. A key issue is then to help teachers to recognise the appropriate mathematical ideas in subjects other than mathematics, and then to suggest ways in which these ideas can be acknowledged and developed in context. Three different approaches to working with both pre- and in-service high school teachers are described and the outcomes discussed in the context of building professional capital. Findings suggest that teachers do not recognise the complexity of numeracy, and benefit from supportive professional learning developing professional capital with respect to numeracy.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia