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      Numeracy is more than number: The teaching of mathematics for numeracy

      Mills, Judith Patricia
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      Volume 18 (1) Mills Numeracy is more than number.pdf
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      DOI
       10.15663/tandc.v18i1.321
      Link
       tandc.ac.nz
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      Citation
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      Mills, J. P. (2018). Numeracy is more than number: The teaching of mathematics for numeracy. Teachers and Curriculum, 18(1), 81–83. https://doi.org/10.15663/tandc.v18i1.321
      Permanent Research Commons link: https://hdl.handle.net/10289/11966
      Abstract
      In recent years, the term numeracy has been commonly used in reference to school mathematics education, alongside its counterpart literacy. While many teachers appear comfortable differentiating between the curriculum area, English and the term literacy, they are not so clear about the terms mathematics and numeracy. However, the development and conceptualisation of the term numeracy has been an important influence on the teaching of mathematics, after first being attributed to the United Kingdom’s Crowther report in 1959, where numeracy was described as the mirror image of literacy (Tout & Motteram, 2006). Just as the skills associated with reading and writing are taught and discussed in order to enable students to become literate, so too are the key ideas of mathematics taught with understanding, in order to enable students to become numerate.
      Date
      2018
      Type
      Journal Article
      Publisher
      Wilf Malcom Institute of Educational Research
      Rights
      This article is distributed under the terms of the Creative commons license: https://creativecommons.org/licenses/by-nc-sa/3.0/
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      • Education Papers [1413]
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