Expanding and Deepening the Terrain: Numeracy as social practice

Jackson, K; Rogers, A; Yasukawa, K

Expanding and Deepening the Terrain: Numeracy as social practice

Jackson, K Rogers, A Yasukawa, K

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Publisher:: Routledge
Publication Type:: Chapter
Citation:: Numeracy as Social Practice Global and Local Perspectives, 2018, pp. 243 - 254
Issue Date:: 2018-05-16

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Field	Value	Language
dc.contributor.author	Jackson, K	en_US
dc.contributor.author	Rogers, A	en_US
dc.contributor.author	Yasukawa, K https://orcid.org/0000-0002-4553-0289	en_US
dc.contributor.editor	Yasukawa, K https://orcid.org/0000-0002-4553-0289	en_US
dc.contributor.editor	Rogers, A	en_US
dc.contributor.editor	Jackson, K	en_US
dc.contributor.editor	Street, BV	en_US
dc.date.issued	2018-05-16	en_US
dc.identifier.citation	Numeracy as Social Practice Global and Local Perspectives, 2018, pp. 243 - 254	en_US
dc.identifier.isbn	1351979175	en_US
dc.identifier.isbn	9781351979177	en_US
dc.identifier.uri	http://hdl.handle.net/10453/128568
dc.description.abstract	The editors identify salient themes from the contributions in this volume and consider implications for policy and practice. Themes include: the ‘invisibility’ of mathematics in everyday practices; the fluidity, instability and context-contingency of numeracy practices; the interplay between local and global influences on the continual evolution of numeracy practices; the role of both humans and objects in enacting numeracy practices; and finally the political nature of numeracy as social practice. The findings present both opportunities and challenges for teachers, curriculum writers and policy-makers motivated by social justice. In this chapter, the editors revisit the terrain in light of the salient themes. The editors first discuss some of the emergent themes and then draw out implications for policy and practice. Much research that reflects a numeracy as social practice perspective is motivated, in part, to make visible the mathematics that 'everyday' people do, in their everyday lives – and thus to position people as competent and capable of engaging in mathematics. The chapter indicates that 'everyday' numeracy practices are not standardised or static. Instead, they are fluid, unstable and context-dependent. It supports the premise that an approach to numeracy/mathematics education that is built on a deficit model misses the mark. The chapter problematises the call to make workplace practices visible in formal mathematics schooling curricula. Because the workers' numeracy practices are embedded in workplace practices, the value and feasibility of meaningfully extracting aspects to incorporate into a formal mathematics curriculum are questionable.	en_US
dc.publisher	Routledge	en_US
dc.relation.ispartof	Numeracy as Social Practice Global and Local Perspectives	en_US
dc.relation.isbasedon	10.4324/9781315269474-17	en_US
dc.title	Expanding and Deepening the Terrain: Numeracy as social practice	en_US
dc.type	Chapter
utslib.for	1302 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/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.publication-status	Published	en_US

Abstract:

The editors identify salient themes from the contributions in this volume and consider implications for policy and practice. Themes include: the ‘invisibility’ of mathematics in everyday practices; the fluidity, instability and context-contingency of numeracy practices; the interplay between local and global influences on the continual evolution of numeracy practices; the role of both humans and objects in enacting numeracy practices; and finally the political nature of numeracy as social practice. The findings present both opportunities and challenges for teachers, curriculum writers and policy-makers motivated by social justice. In this chapter, the editors revisit the terrain in light of the salient themes. The editors first discuss some of the emergent themes and then draw out implications for policy and practice. Much research that reflects a numeracy as social practice perspective is motivated, in part, to make visible the mathematics that 'everyday' people do, in their everyday lives – and thus to position people as competent and capable of engaging in mathematics. The chapter indicates that 'everyday' numeracy practices are not standardised or static. Instead, they are fluid, unstable and context-dependent. It supports the premise that an approach to numeracy/mathematics education that is built on a deficit model misses the mark. The chapter problematises the call to make workplace practices visible in formal mathematics schooling curricula. Because the workers' numeracy practices are embedded in workplace practices, the value and feasibility of meaningfully extracting aspects to incorporate into a formal mathematics curriculum are questionable.

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http://hdl.handle.net/10453/128568