Summary CONCEPTUALISING AND ENACTING NUMERACY ACROSS THE CURRICULUM

CONCEPTUALISING AND ENACTING NUMERACY ACROSS THE CURRICULUM Merrilyn Goos Vince Geiger Anne Bennison The University of Queensland Australian Catholic University The University of Queensland Numeracy refers to the use of mathematics in non-mathematical contexts. In this paper two approaches to conceptualising numeracy across the whole school curriculum are identified: one based on interdisciplinary inquiry and the other on embedding numeracy into each school subject. The latter approach informed a systematic audit of resources available to Australian teachers for understanding and enacting numeracy across the curriculum. It was found that few resources addressed the need for teachers to recognise and take advantage of the numeracy learning demands and opportunities within the subjects they teach. BACKGROUND Numeracy is a term used to identify knowledge, skills and practices related to the use of mathematics in non-mathematical contexts and, in particular, to the use of mathematics in work, home and civic life. Steen (2001) identified seven dimensions of numeracy (using the term quantitative literacy): confidence with mathematics; appreciation of the nature and history of mathematics and its significance for understanding issues in the public realm; logical thinking and decision-making; use of mathematics to solve practical everyday problems in different contexts; number sense and symbol sense; reasoning with data; and the ability to draw on a range of prerequisite mathematical knowledge and tools. Increasing international focus on numeracy, as part of schooling and beyond, is evident in the emergence of testing regimes such as the Programme for International Student Assessment (PISA) and the Programme for the International Assessment of Adult Competencies (PIAAC). In Australia, the notion of numeracy as an important goal for schooling was confirmed through a national numeracy review (Council of Australian Governments, 2008), which also promoted the view that the development of students‘ numeracy requires a cross-curricular commitment by schools and systems. This review recommended that: …all systems and schools recognise that, while mathematics can be taught in the context of mathematics lessons, the development of numeracy requires experience in the use of mathematics beyond the mathematics classroom, and hence requires an across the curriculum commitment. (p. 7) Further, numeracy has been identified as one of seven General Capabilities embedded in the Australian Curriculum – the first ever nationally mandated curriculum in this country.