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ERIC Number: EJ867334
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: ISSN-0045-0685
Cracking the NAPLAN Code: Numeracy in Action
Perso, Thelma
Australian Mathematics Teacher, v65 n4 p11-16 2009
In this paper, the author recommends that every teacher of mathematics should undertake an analysis using their own data. She further recommends that they reflect on the outcomes of their analysis and share it with colleagues. Teachers can look at an individual student's results, variations in results between student sub-groups in their classes, and student responses to questions from different strands. Following this, some reflection on current teaching of mathematics for numeracy attainment should be considered. A key focus of this reflection and discussion is to question whether students are being taught the deep understandings of mathematics concepts and the capacity, confidence and disposition to use them, or are they merely taught mathematics as a system of methods and procedures set in a relatively neutral context. If the latter, teachers and school leaders need to be aware that they are seriously at risk of not giving their students access to numeracy attainment. One cannot assume that students will make the connections between methods and procedures and the conceptual understandings needed for deep learning based on the fact that they've been taught the methods and procedures for finding answers.
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: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Publication Type: Journal Articles; Opinion Papers
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia