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dc.contributor.authorMills, Judith Patriciaen_NZ
dc.date.accessioned2018-07-17T21:20:23Z
dc.date.available2018en_NZ
dc.date.available2018-07-17T21:20:23Z
dc.date.issued2018en_NZ
dc.identifier.citationMills, 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.v18i1.321en
dc.identifier.urihttps://hdl.handle.net/10289/11966
dc.description.abstractIn 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.
dc.formatThink pieceen_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherWilf Malcom Institute of Educational Researchen_NZ
dc.relation.urihttp://tandc.ac.nz/tandcen_NZ
dc.rightsThis article is distributed under the terms of the Creative commons license: https://creativecommons.org/licenses/by-nc-sa/3.0/
dc.titleNumeracy is more than number: The teaching of mathematics for numeracyen_NZ
dc.typeJournal Article
dc.identifier.doi10.15663/tandc.v18i1.321en_NZ
dc.relation.isPartOfTeachers and Curriculumen_NZ
pubs.begin-page81
pubs.elements-id225356
pubs.end-page83
pubs.issue1en_NZ
pubs.volume18en_NZ


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