Teachers’ Knowledge Framework for Designing Numeracy Rich Tasks across Non-Mathematics Curriculum Areas

Article


Getenet, Seyum Tekeher. 2022. "Teachers’ Knowledge Framework for Designing Numeracy Rich Tasks across Non-Mathematics Curriculum Areas." International Journal of Education in Mathematics, Science, and Technology. 10 (3), pp. 663-680. https://doi.org/10.46328/ijemst.2137
Article Title

Teachers’ Knowledge Framework for Designing Numeracy Rich Tasks across Non-Mathematics Curriculum Areas

ERA Journal ID212904
Article CategoryArticle
Authors
AuthorGetenet, Seyum Tekeher
Journal TitleInternational Journal of Education in Mathematics, Science, and Technology
Journal Citation10 (3), pp. 663-680
Number of Pages18
Year2022
PublisherNecmettin Erbakan Universitesi
Place of PublicationTurkey
ISSN2147-611X
Digital Object Identifier (DOI)https://doi.org/10.46328/ijemst.2137
Web Address (URL)https://www.ijemst.org/index.php/ijemst/article/view/2137
Abstract

There is a consensus that numeracy is important for students to develop logical thinking and reasoning strategies in their everyday activities. As a result, teachers are encouraged to design numeracy rich tasks that incorporate real-life contexts across non-mathematics curriculum areas. However, it is not clear what types of knowledge teachers require to design such tasks. In this study, the author used the stepwise generalization method and developed a framework for the knowledge required by teachers to design numeracy rich tasks across non-mathematics curriculum areas. The study begins with a brief introduction to numeracy and its definition in various contexts. The nature of knowledge required to design numeracy rich tasks (mathematics content knowledge, a non-mathematics curriculum area knowledge, activity design skills and knowledge of context)) are further described. In the later section of the study, each element of teacher knowledge and the framework to design numeracy rich tasks across non-mathematics curriculum areas are described. The knowledge framework developed in this study can be used to analyze teachers designed numeracy-rich tasks and identify their professional learning requirements.

KeywordsNon-mathematics; Curriculum areas; Numeracy; Numeracy across curriculum area; Numeracy rich tasks; Teachers‘ knowledge
ANZSRC Field of Research 2020390304. Primary education
390109. Mathematics and numeracy curriculum and pedagogy
Byline AffiliationsUniversity of Southern Queensland
Institution of OriginUniversity of Southern Queensland
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