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ERIC Number: EJ776595
Record Type: Journal
Publication Date: 2007
Pages: 9
Abstractor: ERIC
Reference Count: 8
ISSN: ISSN-0045-0685
Make Your School's Numeracy-across-the-Curriculum Policy
Gough, John
Australian Mathematics Teacher, v63 n3 p31-39 2007
This article considers steps towards making a numeracy-across-the-curriculum policy. Numeracy means more than the kind of everyday arithmetic a person (a competent independent adult) needs to handle whole number (and simple decimal) calculations; e.g., money, time, and simple measurement. Importantly, aspects of numeracy arise in any everyday task or question which involves mathematical thinking, including logical reasoning, critical analysis, categorisation and sorting, and problem-solving. Numeracy also includes spatial thinking, visual representation, analysis of cause and effect and randomness in events, and data-handling, which arise in many seemingly non-mathematical parts of the school curriculum, the non-mathematics key learning areas such as Science, Social Sciences or Humanities, Arts, Technology, Physical Education, and Languages. In this article, the author presents the Erehwon (Secondary) School Numeracy-across-the-Curriculum Policy as an example. He discusses numeracy across a sample Key Learning Area (KLA) such as the Arts.
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide,5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A