Creating space to quell the ‘I can’t do maths’ factor through piloting an applied numeracy framework within course content and advising
Paper
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 Type | Paper |
Authors | Howarth, Debi (Author), Salmeron, Raquel (Author) and Frederiks, Anita (Author) |
Year | 2021 |
Place of Publication | Australia |
Web Address (URL) of Paper | https://aallconference2021.cdu.edu.au |
Conference/Event | 15th 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. |
Keywords | online learning, higher education, embedding, digital, third party providers, academic development, maths |
ANZSRC Field of Research 2020 | 399999. Other education not elsewhere classified |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Byline Affiliations | Library Services |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q7761/creating-space-to-quell-the-i-can-t-do-maths-factor-through-piloting-an-applied-numeracy-framework-within-course-content-and-advising
133
total views5
total downloads6
views this month0
downloads this month