id: 06079441
dt: j
an: 2012e.00341
au: Goos, Merrilyn; Dole, Shelley; Geiger, Vince
ti: Numeracy across the curriculum.
so: Aust. Math. Teach. 68, No. 1, 3-7 (2012).
py: 2012
pu: Australian Association of Mathematics Teachers (AAMT), Adelaide, SA
la: EN
cc: D30 E40
ut: numeracy; goals of mathematics education; curriculum; literacy
ci:
li: http://www.aamt.edu.au/Webshop/Entire-catalogue/Australian-Mathematics-Teacher
ab: Summary: The purpose of this article is to explain the authors’ model of
numeracy and outline how the project was conducted. The idea of
numeracy is a relatively recent one. The term was first introduced in
the UK by the “Crowther report” (Ministry of Education, 1959) and
was defined as the mirror image of literacy, but involving quantitative
thinking. Another early definition proposed by the Cockcroft report
(Cockcroft, 1982) described being numerate as possessing an at-homeness
with numbers and an ability to use mathematical skills to cope
confidently with the practical demands of everyday life. Although
numeracy is a term used in many English speaking countries, such as the
UK, Canada, South Africa, Australia and New Zealand, in the USA and
elsewhere it is more common to speak of quantitative literacy or
mathematical literacy. The authors argue that a description of numeracy
for new times needs to better acknowledge the rapidly evolving nature
of knowledge, work, and technology. (ERIC)
rv: