Facets of Numeracy: Teaching, Learning and Practices

Geiger, V; Yasukawa, K; Bennison, A; Fielding Wells, J; Sawatzki, C

Facets of Numeracy: Teaching, Learning and Practices

Geiger, V Yasukawa, K

Bennison, A Fielding Wells, J Sawatzki, C

Permalink

Publisher:: Springer
Publication Type:: Chapter
Citation:: Research in Mathematics Education in Australasia 2016–2019, 2020, pp. 59-89
Issue Date:: 2020-01-01

Closed Access

	Filename	Description	Size
	Facets of Numeracy Teaching, Learning and Practices_Pages from 2020_Book_ResearchInMathematicsEducation.pdf	Published version	368.25 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Geiger, V
dc.contributor.author	Yasukawa, K https://orcid.org/0000-0002-4553-0289
dc.contributor.author	Bennison, A
dc.contributor.author	Fielding Wells, J
dc.contributor.author	Sawatzki, C
dc.contributor.editor	Way, J
dc.contributor.editor	Attard, C
dc.contributor.editor	Anderson, J
dc.contributor.editor	Bobis, J
dc.contributor.editor	McMaster, H
dc.contributor.editor	Cartwright, K
dc.date.accessioned	2020-04-29T05:34:00Z
dc.date.available	2020-04-29T05:34:00Z
dc.date.issued	2020-01-01
dc.identifier.citation	Research in Mathematics Education in Australasia 2016–2019, 2020, pp. 59-89
dc.identifier.uri	http://hdl.handle.net/10453/140319
dc.description.abstract	The purpose of this chapter is to develop an inclusive and coherent discussion about research developments within numeracy while, at the same time, highlighting the contributions of its different facets. These facets include two broad contexts in which numeracy development and practices take place, schooling/initial teacher education and the workplace, and two centred on specific areas of mathematical content, statistical and financial literacy. Research in this review is analysed through the dimensions of the Model of Numeracy for the 21st Century—contexts, mathematical knowledge, tools, dispositions and critical orientation. The chapter concludes with a discussion of potential new directions for numeracy research.
dc.format.extent	14
dc.language	en
dc.publisher	Springer
dc.relation.ispartof	Research in Mathematics Education in Australasia 2016–2019
dc.relation.isbasedon	10.1007/978-981-15-4269-5
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.title	Facets of Numeracy: Teaching, Learning and Practices
dc.type	Chapter
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true
dc.date.updated	2020-04-29T05:33:58Z
pubs.publication-status	Published
utslib.start-page	59

Abstract:

The purpose of this chapter is to develop an inclusive and coherent discussion about research developments within numeracy while, at the same time, highlighting the contributions of its different facets. These facets include two broad contexts in which numeracy development and practices take place, schooling/initial teacher education and the workplace, and two centred on specific areas of mathematical content, statistical and financial literacy. Research in this review is analysed through the dimensions of the Model of Numeracy for the 21st Century—contexts, mathematical knowledge, tools, dispositions and critical orientation. The chapter concludes with a discussion of potential new directions for numeracy research.

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

http://hdl.handle.net/10453/140319