Designing rich numeracy tasks
Conference item
Goos, Merrilyn, Geiger, Vince and Dole, Shelley. (2013). Designing rich numeracy tasks. ICMI Study 22: Task Design in Mathematics. United Kingdom: International Commission on Mathematical Instruction. pp. 589 - 597
| Authors | Goos, Merrilyn, Geiger, Vince and Dole, Shelley |
|---|---|
| Abstract | In Australia, numeracy is regarded as a general capability to be developed across the whole school curriculum, not just mathematics. This paper draws on a research study that aimed to help teachers in ten schools design numeracy tasks and implement investigative numeracy pedagogies across the middle school (Grades 6-9) curriculum. Teachers were introduced to a rich model of numeracy that gives attention to real-life contexts, application of mathematical knowledge, use of representational, physical, and digital tools, and positive dispositions towards mathematics. These elements are grounded in a critical orientation to the use of mathematics. The paper identifies ways in which collaboration between the researchers and teachers influenced the design of numeracy tasks. |
| Keywords | Numeracy; Teacher development; Influences on task design |
| Year | 2013 |
| Publisher | International Commission on Mathematical Instruction |
| Web address (URL) | https://hal.archives-ouvertes.fr/hal-00834054 |
| Open access | Open access |
| Publisher's version | |
| Journal citation | 1, pp. 589 - 597 |
| Page range | 589 - 597 |
| Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
| Place of publication | United Kingdom |
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