Auditing the Numeracy Demands of the Middle Years Curriculum

• Autores: Merrilyn Goos, Vince Geiger, Shelley Dole
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 6, Nº. 4, 2012, págs. 147-158
• Idioma: inglés
• DOI: 10.30827/pna.v6i4.6138
• Títulos paralelos:
  • Inspección de las demandas de la alfabetización matemática en el currículo
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• Resumen
  • español

    El National Numeracy Review Report reconoció que el desarrollo de la alfabetización matemática requiere un compromiso a través del currículo.

    Para explorar la naturaleza de este compromiso realizamos una inspección de la alfabetización matemática en el currículum de los últimos años de la educación primeria y los primeros de la educación secundaria en el sur de Australia. Utilizamos un modelo de alfabetización matemática que incorpora conocimiento matemático, disposiciones, herramientas, contextos y una orientación crítica. Encontramos que todas las áreas de aprendizaje en el currículo oficial presentan exigencias específicas de alfabetización matemática. Estos resultados deberían animar a los profesores a promover la alfabetización matemática de manera cada vez más rica en el currículo que implementan con los estudiantes.

  • English

    The National Numeracy Review Report recognized that numeracy development requires an across the curriculum commitment. To explore the nature of this commitment we conducted a numeracy audit of the South Australian Middle Years curriculum, using a numeracy model that incorporates mathematical knowledge, dispositions, tools, contexts, and a critical orientation. All learning areas in the published curriculum were found to have distinctive numeracy demands. The audit should encourage teachers to promote numeracy in even richer ways in the curriculum they enact with students.

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