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Teaching numeracy in practice: Increasing familiarity with mathematical process

Citation

Ferme, E, Teaching numeracy in practice: Increasing familiarity with mathematical process, Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 13-18 July 2015, University of Tasmania, Hobart, Australia, pp. 273-280. ISBN 978-1-86295-829-6 (2015) [Refereed Conference Paper]


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Abstract

Education policy in Australia and elsewhere has emphasised the importance of numeracy as a necessary skill for living in contemporary society. While there is global agreement on the relevance of numeracy, there is limited support for teachers in enhancing student numeracy outcomes at the classroom level. A program of professional development set within a framework of building understanding about mathematical content and processes was implemented in one Australian school, and results suggest completing such a program builds teachers’ familiarity with numeracy and increases their capacity for identifying and supporting numeracy based learning opportunities.

Item Details

Item Type:Refereed Conference Paper
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teacher and Instructor Development
Author:Ferme, E (Ms Elizabeth Ferme)
ID Code:102062
Year Published:2015
Deposited By:Education
Deposited On:2015-07-27
Last Modified:2016-03-31
Downloads:0

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