Numeracy Development Across The Curriculum

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This report will explore the similarities and differences between numeracy and mathematics, and address the importance of its development across the curriculum.

Whether numeracy and mathematics are one and the same is an idea often questioned, when educators consider the two. Throughout the years, the definition of numeracy has shifted, since its inception in 1959. The current definition of the term, developed by Willis, states that numeracy is “about having the competence and disposition to use mathematics to meet the general demands of life at home, in paid work, and for participation in community and civic life” (Morgan, Hogan, & Thornton, 2004). According to the Australian Curriculum, Assessment and Reporting Authority (ACARA), numeracy
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Therefore, although numeracy and mathematics are not the same, their shared focus on problem-solving skills, reasoning, and critical thought means they are inextricably linked.

The possession of numeracy skills is important for school students, in regards to their continuing education, employment, and interaction within their community (Hogan & Kemp, 1999).

This report will detail the numeracy demands within secondary English classrooms, linking to both educational documents, and classroom activities.

Numeracy demands within secondary English are often prominent and rely on students’ ability to apply basic numerical concepts. Upon examining the NSW English syllabus (K-10), it appears that the presence of numeracy in the subject is discernible. Within the course, numeracy demands are often presented in the form of data interpretation, chronology, and the organisation of different types of
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Among activities completed in the classroom, historical timelines can be used, in order to develop contextual knowledge of a subject, and can provide background information for texts students may be studying. Chronological ordering is also a part of basic comprehension of texts (students should have an understanding of the ordering of events in texts), and is necessary, for students to recall information. The importance of this skill is reflected by its presence in the syllabus, specifically in points such as EN3-5B, content point “investigate how the organisation of texts into chapters, headings, subheadings, home pages and subpages for online texts and according to chronology or topic can be used to predict content and assist navigation” (NSW Board of Studies,
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