Challenges in embedding numeracy throughout the curriculum in three Queensland secondary schools

Carter, Merilyn Gladys, Klenowski, Valentina, Chalmers, Christina, McNaught, Peta-Anne, & Carter, Malcolm (2014) Challenges in embedding numeracy throughout the curriculum in three Queensland secondary schools. In STEM 2014 Conference, 12 - 15 July 2014, Vancouver, Canada. (Unpublished)

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Abstract

The new Australian Curriculum and national standardised testing have placed the teaching of numeracy across the curriculum at the forefront of what Australian schools must do. However, it has been left to schools to determine how they do this. Although there is a growing body of literature giving examples of pedagogies that embed numeracy in various learning areas, there are few studies of cross-curricular numeracy from the management perspective. This paper responds to the research question: How do selected Queensland secondary schools interpret and apply the Australian Curriculum requirement to embed numeracy throughout the curriculum? A multiple case study design was used to investigate the actions of the senior managers and mathematics teachers in three large secondary schools located in outer Brisbane. The numeracy practices in the three schools were interpreted from asocial constructivist perspective. The study found that in each school key managers had differing constructions of numeracy that led to confusion in administrative practices, policy development and leadership. The lack of coordinated cross-curricular action in numeracy in all three schools points to the difficulty that arises when teachers do not share the cross-curricular vision of numeracy present in the Australian Curriculum. The managers identified teachers’ commitment, understanding, or skills in relation to numeracy as significant barriers to the successful implementation of numeracy in their school. Adoption of the Australian Curriculum expectation of embedding numeracy across the curriculum will require school managers to explicitly commit to initiatives that require persistence,time and, most importantly, money.

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ID Code: 84570
Item Type: Conference Paper
Refereed: Yes
Additional URLs:
Keywords: Numeracy, Mathematics, Education
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2014 [please consult the authors]
Deposited On: 28 May 2015 23:21
Last Modified: 28 May 2015 23:21

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