Numeracy in Authentic Contexts: Making Meaning Across the Curriculum

451 Pages·2018·42.2 MB·English

by  Maura Sellars (eds.)

Maura Sellars Editor
Numeracy in
Authentic Contexts
Making Meaning Across the Curriculum
Numeracy in Authentic Contexts
Maura Sellars
Editor
Numeracy in Authentic
Contexts
Making Meaning Across the Curriculum
123
Editor
MauraSellars
University of Newcastle
Callaghan, NSW
Australia
ISBN978-981-10-5734-2 ISBN978-981-10-5736-6 (eBook)
https://doi.org/10.1007/978-981-10-5736-6
LibraryofCongressControlNumber:2017948617
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Acknowledgements
Thankyoutothemanycontributorsfortheirhardwork,collaboration,patienceand
expertise. The process of editing a text like this is not always an easy one and this
project was no exception! I would like to acknowledge Dr. Rachel Burke and
Dr. Heather Sharp particularly for their extensive contributions and knowledge,
theirsupportandtheirconstantenthusiasmforthisproject.Iamextremelygrateful
for their generous collegiality.
v
Contents
Part I Introduction to Book: Understanding Numeracy
Mathematics and Numeracy in a Global Society .. .... .... ..... .... 5
Maura Sellars
Teaching and Learning for Numeracy Competence.... .... ..... .... 23
Maura Sellars
The Mathematical Brain. .... ..... .... .... .... .... .... ..... .... 39
Maura Sellars
Improving the Learning Experience .... .... .... .... .... ..... .... 57
Maura Sellars
AboriginalandTorresStraitIslanderStudentsasEffectiveNumeracy
Learners . .... .... .... .... ..... .... .... .... .... .... ..... .... 75
Jon Austin
Language and Culture in the Mathematics Classroom: Scaffolding
Learner Engagement ... .... ..... .... .... .... .... .... ..... .... 91
Rachel Burke
PartII IntroductiontoSectionTwo:PlanningtoSupportNumeracy
Competencies
Dance.... .... .... .... .... ..... .... .... .... .... .... ..... .... 117
Gavin Beck and Maura Sellars
Drama in the Primary Classroom: Contextualising Critical
Numeracy .... .... .... .... ..... .... .... .... .... .... ..... .... 143
Rachel Burke and Heather Sharp
Pedagogical Approaches to Teaching and Learning English:
Connections with Critical Numeracy.... .... .... .... .... ..... .... 167
Rachel Burke, Heather Sharp and Caitlin Field
vii
viii Contents
Geography and Numeracy... ..... .... .... .... .... .... ..... .... 197
Debra Donnelly and Margaret Martin
The Numeracy of Good Health .... .... .... .... .... .... ..... .... 225
Maura Sellars and Derek Davidoff
History and the Importance of Numeracy.... .... .... .... ..... .... 257
Heather Sharp
Media Arts: Visual Culture and Numeracy .. .... .... .... ..... .... 285
Kathryn Grushka and Maura Sellars
Music and Numeracy ... .... ..... .... .... .... .... .... ..... .... 317
Jane Law
Physical Education and Numeracy . .... .... .... .... .... ..... .... 341
Adam Lloyd, Narelle Eather and Nick Riley
Science and Numeracy .. .... ..... .... .... .... .... .... ..... .... 373
Mitch O’ Toole and Maura Sellars
Technology Education and the Australian Curriculum . .... ..... .... 405
Deborah Trevallion and Maura Sellars
Visual Art, Visual Design and Numeracy .... .... .... .... ..... .... 423
Kathryn Grushka and Nicole Curtis
Editors and Contributors
About the Editor
Dr.MauraSellars isgraduatedfromtheFroebelInstituteinLondon(nowpartoftheUniversity
ofRoehampton).Shehasalmost30yearsofexperienceasaclassroomteacherinprimaryschool
settings. She currently teaches mathematics, numeracy and pedagogy at the University of
Newcastle,NSW.Sheisparticularlyinterestedindevelopinganequitypedagogy,belongingand
inclusion, critical and creative thinking and literacy and numeracy as social practice. Contact:
[email protected].
Contributors
Jon Austin University of Southern Queensland, Darling Heights, Australia
Gavin Beck University of Newcastle, Callaghan, NSW, Australia
Rachel Burke University of Newcastle, Callaghan, NSW, Australia
Nicole Curtis University of Newcastle, Callaghan, Australia
Derek Davidoff Katoomba, Australia
Debra Donnelly University of Newcastle, Callaghan, Australia
Narelle Eather University of Newcastle, Callaghan, Australia
Caitlin Field University of Newcastle, Callaghan, NSW, Australia
Kathryn Grushka University of Newcastle, Callaghan, Australia
Jane Law University of Newcastle, Newcastle, NSW, Australia
Adam Lloyd University of Newcastle, Callaghan, Australia
Margaret Martin University of Newcastle, Callaghan, Australia
Mitch O’ Toole University of Newcastle, Callaghan, NSW, Australia
Nick Riley University of Newcastle, Callaghan, Australia
ix
x EditorsandContributors
Heather Sharp University of Newcastle, Callaghan, NSW, Australia
Deborah Trevallion The University of Newcastle, Callaghan, Australia
Part I
Introduction to Book: Understanding
Numeracy
Traditionally,mathematicshasfrequentlybeenobservedasa‘stand-alone’subject,
one that demands its own language, symbolic representation, structures and
thinking. It has often been neglected and excluded from integrated units of work,
blended learning and cross-curricular projects. This book seeks to present a dif-
ferent perspective on teaching and learning in mathematics, by investigating the
potentialofexploringmathematicsknowledge,skillsproceduresandthinkingwhen
used as embedded numeracy in other disciplines. Whilst cultural and social dif-
ferences have always existed in Australian schools, the responsibility of ensuring
thateverychildissupportedinreachingtheirfullpotential,theemphasisplacedon
improving students’ mathematical outcomes and the increasing diversity of the
cohorts of students in regular classrooms, including students with special needs,
students with no English skills, students with backgrounds that include refugee
experiences and numerous other individual learning needs; todays, teachers are
facinganincreasinglycomplexandethicallydemandingworkplace.Consequently,
it may be productive to develop a more holistic approach to teaching and learning
someofthemostimportantfoundationalskills,which,forthepurposesofthistext,
arethosethatfocusonmathematicsandnumeracy.Itisproposedthatinvestigating
the embedded numeracy in other discipline areas and making explicit, appropriate
links with teaching and mathematics could not only serve to address thepresumed
isolation of mathematics as a discipline area, but also invest students with a real
opportunities to identify mathematics in action in their own lives, to construct
meaninginthecontextsoftheirownuseofmathematicsasnumeracycompetencies
and, as a result, improve their learning outcomes in mathematics, despite diversity
and difference.
This book has been developed to support and encourage the teaching of math-
ematicsforteachersinAustralianschoolswhoseprofessionalinteractionsfocuson
the teaching and learning relationships and achievements of students aged 5–13
years.Manyoftheseteachersarenotspecialistteachersofmathematicsbutteacha
wide range of subjects. It is in this context that strategies and suggestions for