Research in Numeracy Education

Goos, M; Bennison, A; Forgasz, H; Yasukawa, K

Research in Numeracy Education

Goos, M Bennison, A Forgasz, H Yasukawa, K

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Publisher:: Springer
Publication Type:: Chapter
Citation:: Research in Mathematics Education in Australasia 2020–2023, 2024, pp. 59-84
Issue Date:: 2024-05-30

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Field	Value	Language
dc.contributor.author	Goos, M
dc.contributor.author	Bennison, A
dc.contributor.author	Forgasz, H
dc.contributor.author	Yasukawa, K https://orcid.org/0000-0002-4553-0289
dc.contributor.editor	Mesiti, C
dc.contributor.editor	Seah, WT
dc.contributor.editor	Kaur, B
dc.contributor.editor	Pearn, C
dc.contributor.editor	Jones, A
dc.contributor.editor	Every, E
dc.contributor.editor	Copping, K
dc.date.accessioned	2025-01-02T01:15:39Z
dc.date.available	2025-01-02T01:15:39Z
dc.date.issued	2024-05-30
dc.identifier.citation	Research in Mathematics Education in Australasia 2020–2023, 2024, pp. 59-84
dc.identifier.isbn	9819719631
dc.identifier.isbn	9789819719631
dc.identifier.uri	http://hdl.handle.net/10453/182777
dc.description.abstract	In this chapter we review Australasian research on numeracy education published from 2020 to 2023. This is the second consecutive chapter to be dedicated to numeracy research in MERGA’s four-yearly reviews, which reflects the significance of research and policy developments in this field. Not only has numeracy become an important goal of schooling, but it also permeates all aspects of people’s lives. For this reason, we have framed the chapter around the concept of numeracy as a life-wide and a lifelong resource. Life-wide perspectives come to the fore in research on the role of numeracy in the formal curriculum and beyond formal education. In the former, numeracy can be represented as a cross-curricular competency or as mathematical literacy in financial, statistical and spatial contexts; beyond formal education, the home, community and workplace are rich numerate environments. Research on lifelong numeracy considers learning, teaching, and assessment from early childhood into the school years, teacher education, tertiary, vocational and adult education. The chapter begins with a critique of current numeracy policies and concludes with suggestions for future research into critical numeracy, teacher preparation, adult numeracy provision, numeracy in senior secondary school courses, and the impact of cross-curricular approaches and resources on numeracy development.
dc.language	en
dc.publisher	Springer
dc.relation.ispartof	Research in Mathematics Education in Australasia 2020–2023
dc.relation.isbasedon	10.1007/978-981-97-1964-8_4
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Research in Numeracy Education
dc.type	Chapter
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true
dc.date.updated	2025-01-02T01:15:37Z
pubs.place-of-publication	14
pubs.publication-status	Published
dc.location	14

Abstract:

In this chapter we review Australasian research on numeracy education published from 2020 to 2023. This is the second consecutive chapter to be dedicated to numeracy research in MERGA’s four-yearly reviews, which reflects the significance of research and policy developments in this field. Not only has numeracy become an important goal of schooling, but it also permeates all aspects of people’s lives. For this reason, we have framed the chapter around the concept of numeracy as a life-wide and a lifelong resource. Life-wide perspectives come to the fore in research on the role of numeracy in the formal curriculum and beyond formal education. In the former, numeracy can be represented as a cross-curricular competency or as mathematical literacy in financial, statistical and spatial contexts; beyond formal education, the home, community and workplace are rich numerate environments. Research on lifelong numeracy considers learning, teaching, and assessment from early childhood into the school years, teacher education, tertiary, vocational and adult education. The chapter begins with a critique of current numeracy policies and concludes with suggestions for future research into critical numeracy, teacher preparation, adult numeracy provision, numeracy in senior secondary school courses, and the impact of cross-curricular approaches and resources on numeracy development.

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http://hdl.handle.net/10453/182777