02486    a2200289   450000500170000000800390001702000220005603700360007804000070011404100080012107200150012907200130014407200210015707200210017807200210019907200220022010000180024224500980026025000060035826000320036430000100039652017000040670000220210670000220212870000230215070000230217320250526161931.0250430042020GB                   eng    a9781000246667qEA  bTaylor & FranciscGBP 32.99fBB  a01  aeng7 aJNU2thema7 aJNU2bic7 aEDU0290102bisac7 aEDU0070002bisac7 aEDU0000002bisac7 a372.7209942bisac1 aMerrilyn Goos10aNumeracy Across the CurriculumbResearch-based strategies for enhancing teaching and learning  a1  aOxfordbRoutledgec20200716  a272 p  bBeing numerate involves more than mastering basic mathematics. Numeracy connects the mathematics learned at school with out-of-school situations that require capabilities such as problem solving, critical judgment, and sense-making related to non-mathematical contexts. This book provides prospective and practising teachers with practical, research-based strategies for embedding numeracy across the primary and secondary school curriculum. Based on the authors' ten-year research program, the text explains what numeracy is and how numeracy has developed as an educational goal. It describes in detail the five dimensions of the authors' model: attention to real-life contexts; application of mathematical knowledge; use of physical, representational and digital tools; the promotion of positive dispositions towards the use of mathematics to solve problems encountered in day-to-day life; and a critical orientation to interpreting mathematical results and making evidence-based judgements. There is guidance on how to embed numeracy across all subjects within the curriculum, how to assess numeracy learning and how to deal with challenges and dilemmas including working with discipline boundaries and developing support resources. Featuring practical examples and case studies throughout, this book will build pre-service teacher confidence, demystify common misconceptions and grounds theory into practice in this vital area of student competency. 'The authors of this text are recognised authorities on numeracy. They have engaged heavily in numeracy research over many years and this text reflects the depth of their understanding and knowledge.' - Geoff Hilton, University of Queensland1 aVince Geiger4A011 aShelley Dole4A011 aHelen Forgasz4A011 aAnne Bennison4A01