Student understandings of numeracy problems: Semantic alignment and analogical reasoning
Davis, James (2013) Student understandings of numeracy problems: Semantic alignment and analogical reasoning. Australian Mathematics Teacher, 69(2), pp. 19-26.
Despite compulsory mathematics throughout primary and junior secondary schooling, many schools across Australia continue in their struggle to achieve satisfactory numeracy levels. Numeracy is not a distinct subject in school curriculum, and in fact appears as a general capability in the Australian Curriculum, wherein all teachers across all curriculum areas are responsible for numeracy. This general capability approach confuses what numeracy should look like, especially when compared to the structure of numeracy as defined on standardised national tests. In seeking to define numeracy, schools tend to look at past NAPLAN papers, and in doing so, we do not find examples drawn from the various aspects of school curriculum. What we find are more traditional forms of mathematical worded problems.
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|Item Type:||Journal Article|
|Keywords:||numeracy, mathematics, pedagogical strategy, analogical reasoning, semantics, australian curricullum, NAPLAN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Deposited On:||28 Jan 2016 00:14|
|Last Modified:||29 Jan 2016 04:07|
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