Proportional Reasoning as Essential Numeracy

Dole, S; Hilton, A; Hilton, G

Proportional Reasoning as Essential Numeracy

Dole, S Hilton, A

Hilton, G

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Publisher:: Mathematics Education Research Group of Australasia Inc.
Publication Type:: Conference Proceeding
Citation:: Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia, 2015, pp. 189 - 196
Issue Date:: 2015

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Field	Value	Language
dc.contributor.author	Dole, S	en_US
dc.contributor.author	Hilton, A https://orcid.org/0000-0002-6638-0216	en_US
dc.contributor.author	Hilton, G	en_US
dc.date.issued	2015	en_US
dc.identifier.citation	Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia, 2015, pp. 189 - 196	en_US
dc.identifier.uri	http://hdl.handle.net/10453/120390
dc.description.abstract	This paper reports an aspect of a large research and development project that aimed to promote middle years school teachers’ understanding and awareness of the pervasiveness of proportional reasoning as integral to numeracy. Teacher survey data of proportional reasoning across the curriculum were mapped on to a rich model of numeracy. Results provided evidence of extensive and creative teaching of proportional reasoning in all learning areas. The capacity of such tasks and activities for promoting student numeracy is theorised.	en_US
dc.publisher	Mathematics Education Research Group of Australasia Inc.	en_US
dc.relation.ispartof	Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia	en_US
dc.relation.ispartof	Annual Conference of the Mathematics Education Research Group of Australasia	en_US
dc.title	Proportional Reasoning as Essential Numeracy	en_US
dc.type	Conference Proceeding
utslib.location	Australia	en_US
utslib.location.activity	Sunshine Coast	en_US
utslib.for	130208 Mathematics and Numeracy Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.place-of-publication	Australia	en_US
pubs.publication-status	Published	en_US

Abstract:

This paper reports an aspect of a large research and development project that aimed to promote middle years school teachers’ understanding and awareness of the pervasiveness of proportional reasoning as integral to numeracy. Teacher survey data of proportional reasoning across the curriculum were mapped on to a rich model of numeracy. Results provided evidence of extensive and creative teaching of proportional reasoning in all learning areas. The capacity of such tasks and activities for promoting student numeracy is theorised.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/120390