Numeracy
What is Numeracy?
Numeracy can be defined as numeric and mathematical literacy, meaning the ability to understand and use numbers in a variety of ways. Numeracy can also be referred to as Number Sense, as explained by the Australian Association of Mathematics Teachers [AAMT] (1997, p. 11) 'number sense incorporates the ability to use numbers and [to have] an appreciation of number and number relationships.' Numeracy, therefore, is more than being able to use numbers, it is understanding numbers and their relationships to other numbers and concepts
Why is Numeracy Important?
Numeracy is a fundamental skill that is integral to achieve within everyday life and across the curriculum. As highlighted by the AAMT (1997, p. 6) an understanding of numeracy is 'integral to success in the subjects [the students] are studying,' as there are many numeracy elements used to complete tasks across the curriculum. Furthermore, students 'without appropriate levels of numeracy are 'at risk' in their learning and general progress at school' (AAMT 1997, p. 2) as they will fail to understand and complete tasks that are supported by numeracy. Therefore, it is important to develop initiatives across the curriculum to teach numeracy and not only rely on mathematics.
Numeracy skills can further assist students as 'personal judgements and responsibility are supported by students' numerate judgements and actions' (AAMT 1997, p. 6). Students are, therefore, supported in their experiences outside of school and within the workforce. Furthermore, these skills enable students to do things such as manage their time and money, read maps and assess risks among many other things (AAMT 1997, p. 7).
Numeracy skills also support students in their ability to be critically numerate. Critical numeracy can be defined as using numeracy skills in combination with critical thinking in order to question 'the meaning, validity and usefulness of texts containing mathematical concepts or information' (Watson 2008). This skill will assist students not only across the curriculum but also in their daily lives, enabling students to critically analyse and understand the information that is presented to them to come to their own understandings. Therefore, it is clear that numeracy is incredibly important and needs to be supported across the curriculum.
Numeracy: Relevant to every teacher.
According to the New South Wales Department of Education [NSWDE] (2017, para. 1) 'numeracy is every teacher's responsibility' as numeracy is one of the 'cornerstones of schooling for Young Australians' (Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA] 2008, p. 5). Numeracy occurs in everyday life, and young Australians need to 'confidently and effectively use mathematics to meet the everyday demands of life' (Queensland Department of Education and Training 2017). As a result, teachers are required to include multiple numeracy 'initiatives across the curriculum' (AAMT 1997, p. 12) to support students in developing the 'disposition and the competence to use mathematics to meet the general demands of life at home, in work, learning and for participation in community and civic life' (Western Australia Department of Education [WADE] 2004, p. 1). This is also supported within the Australian Professional Standards for Teachers (2012, p. 11), which requires teachers to ‘know and understand numeracy teaching strategies and their application in their teacher areas’, and the way in which this relates to the real world. Therefore, numeracy is an integral part of life, both within school and the community and it is of high importance that students learn the skills needed to achieve.
Resources:
This resource is a unit outline for Geography with numeracy supports built in. The resource is designed to highlight where numeracy can be supported within a non mathematics unit and provide relevant strategies to support student learning.
The information published on this page was developed in collaboration with T Sapwell, L Harman, H Beavan & Myself.
References:
Australian Association of Mathematics Teachers, 1997, 'Numeracy everyone's business', AAMT, Numeracy Education Strategy Development Conference, Australian Association of Mathematics Teachers, pp. 11-15.
Australian Institute for Teaching and School Leadership 2012, Australian Professional Standards for Teachers, AITSL, retrieved 21 April 2017, <http://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pdf>.
Ministerial Council on Education, Employment, Training and Youth Affairs 2008, Melbourne Declaration on Educational Goals for Young Australians, MCEETYA, retrieved 21 April 2017, <ttp://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf>.
New South Wales Department of Education 2017, Numeracy skills framework: teachers role, NSW Government, retrieved 21 April 2017, <http://numeracyskills.com.au/teachers-role>.
Queensland Department of Education and Training 2017, Literacy and Numeracy Fact sheet, Queensland Government, retrieved 21 April 2017, <http://education.qld.gov.au/literacyandnumeracy/pdf/factsheet-l-n.pdf>.
Watson, J 2008, Developing critical numeracy across the curriculum, Tasmanian Department of Education, retrieved 21 April 2017, <http://tas-education.org/numeracy/critical_numeracy/critical_numeracy.htm>
Western Australia Department of Education 2004, Numeracy: Demands and Opportunities Across the Curriculum, Australian Government Department of Education Science and Training, retrieved 21 April 2017, <https://deakin.rl.talis.com/items/C9CAB747-A41C-6BA4-6327-18F2D56E561F.html>.