# Transforming professional practice in numeracy teaching

Book chapter

Goos, Merrilyn, Geiger, Vince and Dole, Shelley. (2014) Transforming professional practice in numeracy teaching. In In Y. Li, E. Silver and S. Li (Ed.).

*Transforming Mathematics Instruction: Multiple Approaches and Practices*Springer. https://doi.org/10.1007/978-3-319-04993-9_6

Authors | Goos, Merrilyn, Geiger, Vince and Dole, Shelley |
---|---|

Editors | Y. Li, E. Silver and S. Li |

Abstract | The development of numeracy, sometimes known as quantitative literacy or mathematical literacy, requires students to experience using mathematics in a range of real-world contexts and in all school subjects. This chapter reports on a research study that aimed to help teachers in ten schools plan and implement numeracy strategies across the middle school 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. Over one school year, the teachers worked through two action research cycles of numeracy curriculum implementation. The professional development approach included three whole-day workshops that supported teachers’ planning and evaluation and two rounds of school visits for lesson observations, teacher and student interviews, and collection of student work samples. During workshops, teachers also completed written tasks that sought information about their confidence for numeracy teaching and how they were using the numeracy model for planning. Drawing on data collected during workshops and school visits, we demonstrate how teachers’ instructional practices changed over time as they progressively engaged with the numeracy model. |

Keywords | Numeracy; Mathematical literacy; Quantitative literacy; Teacher development; Instructional practice; Contexts; Dispositions; Tools; Critical orientation |

Year | 2014 |

Book title | Transforming Mathematics Instruction: Multiple Approaches and Practices |

Publisher | Springer |

Place of publication | Switzerland |

Series | Advances in Mathematics Education |

ISBN | 9783319049922 |

Digital Object Identifier (DOI) | https://doi.org/10.1007/978-3-319-04993-9_6 |

Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |

https://acuresearchbank.acu.edu.au/item/8743x/transforming-professional-practice-in-numeracy-teaching

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Goos, Merrilyn, Galbraith, Peter, Renshaw, Peter and Geiger, Vince. (2003) Perspectives on technology mediated learning in secondary school mathematics classrooms.*The Journal of Mathematical Behavior.*22(1), pp. 73 - 89. https://doi.org/10.1016/S0732-3123(03)00005-1

##### What Students Say: Analysis of Structured Survey Data in Relation to Technology and Mathematics

Geiger, Vince. (2003) What Students Say: Analysis of Structured Survey Data in Relation to Technology and Mathematics. In L. Bragg, C. Campbell and G. Herbert (Ed.).*MERINO - Mathematics Education Research: Innovation, Networking, Opportunity: Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia.*Melbourne, Australia: Mathematics Education Research Group of Australasia. pp. 380 - 387