An investigation into the teaching of numeracy in subjects other than Mathematics across the curriculum.

Coffey, P and Sharpe, Rachael (2021) An investigation into the teaching of numeracy in subjects other than Mathematics across the curriculum. International Journal of Mathematical Education in Science and Technology (TMES) . ISSN 0020-739X

Full content URL: https://www.doi.org/10.1080/0020739X.2021.1978570

Documents
An investigation into the teaching of numeracy in subjects other than Mathematics across the curriculum.
Authors' Accepted Manuscript

Request a copy
[img] Microsoft Word
An investigation into the teaching of numeracy in subjects other than Mathematics across the curriculum.docx - Whole Document
Restricted to Repository staff only
Available under License Creative Commons Attribution-NonCommercial 4.0 International.

158kB
Item Type:Article
Item Status:Live Archive

Abstract

Ireland’s government placed a renewed focus on the teaching and learning of numeracy with the publication of a national strategy in 2011. Whole-school planning for numeracy was already a requirement for disadvantaged schools also known as Delivering Equality of Opportunity in Schools (DEIS) in Ireland. This single site case study explored how a disadvantaged school was teaching numeracy across the curriculum. It was discovered that teachers were unclear about the difference between numeracy and mathematics. Teachers’ life experiences of mathematics shaped their views towards numeracy. Leadership played a role in shaping teachers’ views of the importance of numeracy. Whilst all teachers could see the relevance of teaching numeracy in their subject area, the majority were unaware of what the school improvement plan for numeracy contained. The findings suggest the need for teachers to understand the concept of numeracy, the need for professional development to address this, in addition to developing teachers’ identities and pedagogical practices in this area. Schools need to consider how leadership can put support in place to enable teacher learning. Policymakers need to consider, and distinguish between mathematics and numeracy, and support schools’ engagement with cross disciplinary, interdisciplinary and transdisciplinary approaches to embedding numeracy across the curriculum.

Keywords:Mathematics education, teacher education, Practical school improvement, Secondary Education, Leadership
Subjects:G Mathematical and Computer Sciences > G100 Mathematics
X Education > X130 Training Teachers - Secondary
X Education > X100 Training Teachers
X Education > X330 Academic studies in Secondary Education
Divisions:College of Social Science > School of Education
ID Code:46402
Deposited On:09 Sep 2021 08:42

Repository Staff Only: item control page