Creating space to quell the ‘I can’t do maths’ factor through piloting an applied numeracy framework within course content and advising

Paper


Howarth, Debi, Salmeron, Raquel and Frederiks, Anita. 2021. "Creating space to quell the ‘I can’t do maths’ factor through piloting an applied numeracy framework within course content and advising." 15th Biennial Association for Academic Language and Learning Conference (AALL 2021). Darwin, Australia 17 - 19 Nov 2021 Australia.
Paper/Presentation Title

Creating space to quell the ‘I can’t do maths’ factor through piloting an applied numeracy framework within course content and advising

Presentation TypePaper
AuthorsHowarth, Debi (Author), Salmeron, Raquel (Author) and Frederiks, Anita (Author)
Year2021
Place of PublicationAustralia
Web Address (URL) of Paperhttps://aallconference2021.cdu.edu.au
Conference/Event15th Biennial Association for Academic Language and Learning Conference (AALL 2021)
Event Details
15th Biennial Association for Academic Language and Learning Conference (AALL 2021)
Event Date
17 to end of 19 Nov 2021
Event Location
Darwin, Australia
Abstract

The University of Southern Queensland (USQ), Learning Advisors (Maths) together with their Manager, designed an academic numeracy framework addressing conventional mathematical content but also accommodates ‘social, contextual, and critical aspects of the use of mathematics’ (Geiger, Goos, & Dole, 2015; p.1131) such as communication, mathematising, and using mathematical tools. Most USQ students study online, and some numeracy heavy courses are within non-traditional pathway options catering to a diverse student demographic.

The numeracy framework is the foundation for a pilot where numeracies are mapped across courses including those in which students traditionally experience difficulty. The mapping of numeracies to courses may reveal gaps in numeracy content and provide direction for learning advisor practice and student success.

Academically numerate students possess confidence and competence in applying mathematical concepts and knowledge (Galligan, 2013a; 2013b). Jain and Rogers (2019) found many adult learners demonstrated degrees of mathematical experience, confidence, ability, needs, and motivation when working with mathematical tasks (Jain & Rogers, 2019). Galligan and Taylor (2005) observed a lack of academic numeracy skills in commencing students undertaking non -mathematical coursework. Moreover, students could not uniformly demonstrate course numeracy demands.

These observations signify that higher education students require preparation for entry into ‘data drenched, technology integrated worlds and workplaces,’ (Geiger, Goos, & Dole, 2015; p.1132). Mapping and deployment of identified numeracies to courses and advising activity, may support students in preparing for these worlds.

Keywordsonline learning, higher education, embedding, digital, third party providers, academic development, maths
ANZSRC Field of Research 2020399999. Other education not elsewhere classified
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Byline AffiliationsLibrary Services
Institution of OriginUniversity of Southern Queensland
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