You are not logged in.
Openly accessible

Numeracy across the curriculum: recognising and responding to the demands and numeracy opportunities inherent in secondary teaching

Groves, Susie 2001, Numeracy across the curriculum: recognising and responding to the demands and numeracy opportunities inherent in secondary teaching, Mathematics teacher education and development, vol. 3, pp. 48-61.

Attached Files
Name Description MIMEType Size Downloads
groves-numeracyacross-2007.pdf Published version application/pdf 896.41KB 237

Title Numeracy across the curriculum: recognising and responding to the demands and numeracy opportunities inherent in secondary teaching
Author(s) Groves, Susie
Journal name Mathematics teacher education and development
Volume number 3
Start page 48
End page 61
Total pages 14
Publisher Mathematics Education Research Group of Australasia
Place of publication Pymble, N.S.W.
Publication date 2001
ISSN 1442-3901
Keyword(s) mathematics education
Summary The 1998 Report of the National Standards and Guidelines for Initial Teacher Education Project, 'Preparing a Profession' illustrates the emphasis being placed in Australia on the development of numeracy skills amongst not only primary but also secondary school pupils. This report demands that graduates of all initial teacher training courses should not only be numerate themselves, but should also understand the contribution of numeracy to education and daily life, and be able to identify and respond to pupils' numeracy learning needs. This report and its implementation in Victoria through the 'Guidelines for the Evaluation of Teacher Education Courses' led to the introduction in 1999 of a compulsory unit 'Numeracy across the curriculum' for all Deakin University students in the final year of their secondary teacher training course. This paper discusses the nature of the current emphasis on numeracy. It also describes the rationale, development and delivery of the first year of the 'Numeracy across the curriculum' unit, provides a brief evaluation from the perspective of staff and students, and discusses what impact such teacher education programs might have on secondary schools' approaches to numeracy.
Language eng
Field of Research 130106 Secondary Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2001, MERGA
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30001260

Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 852 Abstract Views, 237 File Downloads  -  Detailed Statistics
Created: Mon, 07 Jul 2008, 07:35:07 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.