Relevant bibliographies by topics / Mathematics and numeracy curriculum and pedagogy

Academic literature on the topic 'Mathematics and numeracy curriculum and pedagogy'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Mathematics and numeracy curriculum and pedagogy"

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Shakeri, Shirin, Karen P. McDaid, and Judith Fethney. "Food Numeracy: Definition and Application Across the Australian Secondary School Curriculum." Journal of Education and Training Studies 9, no. 7 (July 4, 2021): 1. http://dx.doi.org/10.11114/jets.v9i7.5283.

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Introduction: The poor dietary intake among adolescents and the consequential health, economic and environmental concerns associated with poor intakes have been established in the literature. This calls for strengthening of school-based food and nutrition education interventions as recommended in the Australian National Action Plan for the Health of Children and Young People (2020-2030). One researched intervention, by the authors, is the integration of food literacy and food numeracy (FL&FN) across Australian secondary school curriculum. Aim: Food numeracy is a newly introduced term by the authors; this paper provides its substantiated definition, key elements, and an example pedagogy as an approach for integration and application across the curriculum. Methods: Methodologically, a review of scholarly peer-reviewed and grey litearture, and thematic analysis of all secondary school curriculum documents (years 7-10) have been conducted. Results: Food numeracy is defined as the ability to use mathematical skills effectively to partake of daily requirements and be aware of its value from farm to fork. Additionally, two food numeracy key elements of food production and food consumption with several sub-elements with their corresponding curriculum descriptors have been deduced from the curriculum documents. Finally, practical application and integration of food numeracy across all subjects has been demonstrated using deduced food numeracy and relevant numeracy elements from the Australian curriculum. Conclusion/future implication: It is anticipated that integration of food numeracy across the curriculum can strengthen adolescents’ knowledge and skills in both food and nutrition, and numeracy which has a direct correlation with enhanced health status. Introduction and application of food numeracy aligns with contemporary teaching practices which aim to inspire students to use analytical thinking to solve food-related problems and become conscientious global citizens.
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Pulungan, Syahrina Anisa, Fira Astika Wanhar, Fatmawati Fatmawati, and Dian Arianto. "Pelatihan Pembuatan Bahan Ajar Berbasis Literasi, Numerasi dan Karakter Bagi Guru SMP Swasta PAB Se-Kabupaten Deli Serdang." Empowerment: Jurnal Pengabdian Masyarakat 1, no. 5 (August 25, 2022): 675–82. http://dx.doi.org/10.55983/empjcs.v1i5.245.

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The lack of teacher knowledge related to numeracy and character literacy, the low ability of numeracy literacy and student character and the low ability of teachers in developing numeracy and character literacy-based teaching materials so that the achievement of learning objectives is still low, on the other hand the 2013 Curriculum mandates numeracy and character literacy-based learning. The solution to overcome the existing problems can be through training for mathematics teachers at PAB Private Junior High Schools, namely the manufacture of teaching materials based on numeracy and character literacy. Specific targets that are expected to be achieved through this service program are improving the quality of learning, increasing pedagogic competence and developing the professionalism of mathematics teachers. For this reason, this activity will provide skills training in the development of numeracy and character-based teaching materials according to the interests of partners, so that later partners are able to develop and apply numeracy and character-based teaching materials in classroom learning so as to improve numeracy literacy skills and the character of teachers and students.
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Dillon, Moira R., Harini Kannan, Joshua T. Dean, Elizabeth S. Spelke, and Esther Duflo. "Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics." Science 357, no. 6346 (July 6, 2017): 47–55. http://dx.doi.org/10.1126/science.aal4724.

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Many poor children are underprepared for demanding primary school curricula. Research in cognitive science suggests that school achievement could be improved by preschool pedagogy in which numerate adults engage children’s spontaneous, nonsymbolic mathematical concepts. To test this suggestion, we designed and evaluated a game-based preschool curriculum intended to exercise children’s emerging skills in number and geometry. In a randomized field experiment with 1540 children (average age 4.9 years) in 214 Indian preschools, 4 months of math game play yielded marked and enduring improvement on the exercised intuitive abilities, relative to no-treatment and active control conditions. Math-trained children also showed immediate gains on symbolic mathematical skills but displayed no advantage in subsequent learning of the language and concepts of school mathematics.
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Alsina, Ángel. "Itinerario de Enseñanza para el álgebra temprana." Revista Chilena de Educación Matemática 12, no. 1 (April 20, 2020): 5–20. http://dx.doi.org/10.46219/rechiem.v12i1.16.

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En este artículo se presenta el Enfoque de los Itinerarios de Enseñanza de las Matemáticas, un enfoque que trata de ser respetuoso con las necesidades reales de los estudiantes para aprender matemáticas. En la primera parte se presenta la fundamentación del enfoque, que se sustenta en tres pilares interrelacionados: la perspectiva sociocultural del aprendizaje humano, el modelo de formación realista-reflexivo y la educación matemática realista; en la segunda parte se describe el enfoque, que se refiere a una secuencia de enseñanza intencionada que contempla tres niveles: 1) enseñanza en contextos informales (el entorno inmediato, los materiales manipulativos y los juegos); 2) enseñanza en contextos intermedios (recursos literarios y tecnológicos), y 3) enseñanza en contextos formales (recursos gráficos); finalmente, en la tercera parte se ejemplifica dicho enfoque con un itinerario de enseñanza del álgebra temprana para estudiantes de 3 a 12 años. Se concluye que la implementación de este enfoque requiere un amplio dominio de conocimientos didáctico-disciplinares, lo que implica un esfuerzo importante por parte de todos los agentes implicados en la formación del profesorado para que así, todo aquel profesional preocupado por mejorar su práctica docente y adaptarla a las exigencias del siglo XXI, pueda tener acceso a estos conocimientos. Referencias Alsina, Á. (2004). Barrinem? Matemàtiques amb jocs i problemes. Lògica 3. Cataluña: Edicions l'Àlber, S.L. Alsina, Á. (2010). La “pirámide de la educación matemática”, una herramienta para ayudar a desarrollar la competencia matemática. Aula de Innovación Educativa, 189, 12-16. Recuperado desde https://dugi-doc.udg.edu//bitstream/handle/10256/9481/PiramideEducacion.pdf Alsina, Á. (2018). Seis lecciones de educación matemática en tiempos de cambio: itinerarios didácticos para aprender más y mejor. Padres y Maestros, 376, 13-20. Alsina, Á. (2019a). La educación matemática infantil en España: ¿qué falta por hacer? Números. Revista de Didáctica de las Matemáticas, 100, 85-108. Recuperado desde http://www.sinewton.org/numeros/numeros/80/Volumen_80.pdf Alsina, Á. (2019b). Hacia una formación transformadora de futuros maestros de matemáticas: avances de investigación desde el modelo realista-reflexivo. Uni-pluriversidad, 19(2), 60-79. https://doi.org/10.17533/udea.unipluri.19.2.05 Alsina, Á. (2019c). Itinerarios didácticos para la enseñanza de las matemáticas (6-12 años). Barcelona: Editorial Graó. Alsina, Á. (2019d). Del razonamiento lógico-matemático al álgebra temprana en Educación Infantil. Edma 0-6: Educación Matemática en la Infancia, 8(1), 1-19. Recuperado desde https://www.edma0-6.es/index.php/edma0-6/article/view/70 Alsina, Á., y Domingo, M. (2010). Idoneidad didáctica de un protocolo sociocultural de enseñanza y aprendizaje de las matemáticas. Revista Latinoamericana de Investigación en Matemática Educativa, 13(1), 7-32. Recuperado desde http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-24362010000100002&lng=es&tlng=es. Alsina, Á., Novo, M. L., y Moreno, A. (2016). Redescubriendo el entorno con ojos matemáticos: Aprendizaje realista de la geometría en Educación Infantil. Edma 0-6: Educación Matemática en la Infancia, 5(1), 1-20. Recuperado desde http://funes.uniandes.edu.co/8423/ Australian Curriculum, Assessment and Reporting Authority. (2015). The Australian Curriculum: Mathematics. Recuperado desde http://v7-5.australiancurriculum.edu.au/Curriculum/Overview Azcarate, P., y Serradó, A. (2006). Tendencias didácticas en los libros de texto de matemáticas para la ESO. Revista de Educación, 340, 341-378. http://hdl.handle.net/11162/68967 Cardet, N. (2009). Els cigrons i la matemàtica. Suplement Guixdos, 156, 1-15. De Corte, E., Greer, B., y Verschaffel, L. (1996): Mathematics Teaching and Learning. En D. Berliner, y C. Calfee (Eds.), Handbook of Educational Psychology (pp. 491-549). Nueva York: Simon & Schuster Macmillan. Esteve, O., y Alsina, Á. (2010). Hacia el desarrollo de la competencia profesional del profesorado. En O. Esteve, K. Melief, y Á. Alsina (Eds.), Creando mi profesión. Una propuesta para el desarrollo profesional del profesorado (pp. 7-18). Barcelona: Editorial Octaedro. Fauzan, A., Plomp, T., y Slettenhaar, D. (2002). Traditional mathematics education vs. realistic mathematics education: Hoping for Changes. En Proceedings of the 3rd International Mathematics Education and Society Conference (pp. 1‐4). Copenhagen: Centre for Research in Learning Mathematics. Freudenthal, H. (1991). Revisiting mathematics education. Dordrectht: Kluwer Academic Publishers. Gómez, B. (2001). La justificación de la regla de los signos en los libros de texto: ¿por qué menos por menos es más? En P. Gómez, y L. Rico (Eds.), Iniciación a la investigación en didáctica de la matemática. Homenaje al profesor Mauricio Castro (pp. 257-275). Granada: Editorial Universidad de Granada. Hargreaves, A., Earl, L., Moore, S., y Manning, S. (2001). Aprender a cambiar. La enseñanza más allá de las materias y los niveles. Barcelona: Editorial Octaedro. Heuvel‐Panhuizen, M. (2002). Realistic mathematics education as work in progress. En F. L. Lin (Ed.), Common sense in mathematics education. Proceedings of 2001 The Netherlands and Taiwan Conference on Mathematics Education (pp. 1‐43). Taiwan: National Taiwan Normal University. Ivic, I. (1994). Lev Semionovick Vygotsky (1896-1934). Perspectivas: Revista Internacional de Educación Comparada, 34 (3-4), 773-799. Recuperado desde http://www.ibe.unesco.org/es/recursos/perspectivas-revista-trimestral-de-educaci%C3%B3n-comparada Korthagen, F. A. (2001). Linking practice and theory. The pedagogy of realistic teacher education. Londres: Lawrence Erlbaum Associates. Lerman, S. (2000). The social turn in mathematics education research. En J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 19-44), Westport, CT: Ablex. Lerman, S. (2001). The function of discourse in teaching and learning mathematics: a research perspective. Educational Studies in Mathematics, 46(1-3), 87-113. https://doi.org/10.1007/0-306-48085-9_3 Llinares, S. (2008). Agendas de investigación en Educación Matemática en España. Una aproximación desde “ISI-web of knowledge” y ERIH. En R. Luengo, B. Gómez, M. Camacho, y L. J. Blanco (Eds.), Investigación en Educación Matemática XII (pp. 25-54). Badajoz: SEIEM. Melief, K., Tigchelaar, A., y Korthagen, K. (2010). Aprender de la práctica. En O. Esteve, K. Melief, y Á. Alsina (Eds.), Creando mi profesión. Una propuesta para el desarrollo profesional del profesorado (pp. 19-38). Barcelona: Octaedro. National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA: Autor. National Council of Teachers of Mathematics. (2006). Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: a quest for coherence. Reston, V.A.: Autor. Ministry of Education of New Zealand (2017). Te Whāriki: Early Childhood Curriculum. Wellington: Autor. Ministry of Education of Singapore. (2013). Nurturing Early Learners: A Curriculum for Kindergartens in Singapore: Numeracy: Volume 6. Singapore: Autor. Olmos, G., y Alsina, Á. (2010). El uso de cuadernos de actividades para aprender matemáticas en educación infantil. Aula de Infantil, 53, 38-41. Schmittau, J. (2004). Vygostkian theory and mathematics education: Resolving the conceptual-procedural dichotomy. European Journal of Psychology of Education, 29(1), 19-43. Stacey, K., y Chick, H. (2004). Solving the problem with algebra. En K. Stacey, H. Chick, y M. Kendal (Eds.), The Future of Teaching and Learning of Algebra. The 12th ICMI Study (pp. 1-20). Boston: Kluwer. Tigchelaar, A., Melief, K., Van Rijswijk, M., y Korthagen, K. (2010). Elementos de una posible estructura del aprendizaje realista en la formación inicial y permanente del profesorado. En O. Esteve, K. Melief, y Á. Alsina (Eds.), Creando mi profesión. Una propuesta para el desarrollo profesional del profesorado (pp. 39-64). Barcelona: Octaedro. Torra, M. (2012). Patrones matemáticos en los cuentos. Cuadernos de Pedagogía, 421, 56-58. Recuperado desde http://www.cuadernosdepedagogia.com/content/Inicio.aspx Treffers, A. (1987). Three Dimensions. A Model of Goal and Theory Description in Mathematics Instruction - The Wiskobas Project. Dordrecht: Reidel Publishing Company. Vásquez, C., y Alsina, Á. (2015). Un modelo para el análisis de objetos matemáticos en libros de texto chilenos: situaciones problemáticas, lenguaje y conceptos sobre probabilidad. Profesorado, Revista de currículum y formación del profesorado, 19(2), 441-462. Recuperado desde https://dialnet.unirioja.es/servlet/articulo?codigo=5294556 Vásquez, C., y Alsina, Á. (2017). Proposiciones, procedimientos y argumentos sobre probabilidad en libros de texto chilenos de educación primaria. Profesorado, Revista de currículum y formación del profesorado, 21(1), 433-457. Recuperado desde https://www.redalyc.org/pdf/567/56750681022.pdf Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wertsch, J. V. (1985). Vygotsky y la formación social de la mente. Barcelona: Paidós. Wertsch, J. V. (1991). Voces de la mente. Un enfoque sociocultural para el estudio de la acción mediada. Madrid: Aprendizaje Visor. Financiamiento: FEDER/Ministerio de Ciencia, Innovación y Universidades de España. Agencia Estatal de Investigación Proyecto EDU2017-84979-R
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Getenet, Seyum Tekeher. "Teachers’ Knowledge Framework for Designing Numeracy Rich Tasks across Non-Mathematics Curriculum Areas." International Journal of Education in Mathematics, Science and Technology 10, no. 3 (May 26, 2022): 663–80. http://dx.doi.org/10.46328/ijemst.2137.

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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 authors 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.
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Goos, Merrilyn, Vince Geiger, and Shelley Dole. "<p>Auditing the numeracy demands of the middle years curriculum</p>." PNA. Revista de Investigación en Didáctica de la Matemática 6, no. 4 (June 1, 2012): 147–58. http://dx.doi.org/10.30827/pna.v6i4.6138.

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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. Inspección de las demandas de la alfabetización matemática en el currículo de la educación secundaria obligatoria 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.Handle: http://hdl.handle.net/10481/20051Nº de citas en WOS (2017): 3 (Citas de 2º orden, 5)Nº de citas en SCOPUS (2017): 3 (Citas de 2º orden, 13)
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Cavalcante, Alexandre, and Annie Savard. "Understanding our world in a time of crisis: Mathematics education pedagogy toward financial numeracy." Journal of Honai Math 5, no. 2 (June 24, 2022): 109–26. http://dx.doi.org/10.30862/jhm.v5i2.261.

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This paper aims to address some implications for mathematics education regarding the financial and economic implications of the beginning of the COVID-19 pandemic. We use the term financial numeracy to refer to the quantitative aspect of financial education while also arguing for it to be considered a domain of mathematics education. Financial numeracy entails three dimensions: contextual, conceptual, and systemic. We bring three examples of financial implications of the crisis in different countries. Based on these examples, we constructed learning situations that reflect the distinct orientations of each dimension of financial numeracy to clarify the teaching of such a concept in school mathematics. Particularly in a time of crisis, mathematics education must address immediate needs of society as well as contribute to overcoming social challenges. We hope that financial numeracy brings innovative solutions to teach mathematics in a way that helps individuals and communities produce and manage resources while protecting the planet.
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Morrison, Susan, and Lyn McLafferty. "Bridging the gaps in mathematics and numeracy: Supporting schools in practitioner research." Educational and Child Psychology 35, no. 2 (September 2018): 93–107. http://dx.doi.org/10.53841/bpsecp.2018.35.2.93.

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AimThis project aimed to explore the effectiveness of a model of service delivery to enhance practitioner research skills, focusing on the identification of interventions to bridge attainment gaps in mathematics and numeracy.MethodSixteen practitioners from 13 schools attended 12 sessions across an academic year. The sessions incorporated a combination of research skills and learning and teaching pedagogy to support mathematics and numeracy attainment (the term mathematics is used throughout to incorporate mathematics and numeracy).FindingsFour diverse projects were developed and led by the practitioner researchers. This paper focuses on an evaluation of the methodology used to enable practitioners to develop research skills and apply these to identify evidence-informed interventions. The findings suggest that this methodology is effective in developing practitioner research to apply to the task of bridging attainment gaps. Additionally, practitioners increased knowledge and application of effective evidence-informed pedagogy to close attainment gaps.ConclusionsThis approach to service delivery may assist educational psychology services to build capacity, enhance practice and ultimately improve attainment.
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Fiangga, Shofan, Siti M. Amin, Siti Khabibah, Rooselyna Ekawati, and Nina Rinda Prihartiwi. "Penulisan Soal Literasi Numerasi bagi Guru SD di Kabupaten Ponorogo." Jurnal Anugerah 1, no. 1 (November 27, 2019): 9–18. http://dx.doi.org/10.31629/anugerah.v1i1.1631.

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The change in curriculum aims to improve the quality of content and learning. One of the backgrounds of the curriculum revision is based on international tests on students’ competency and literation, such as PISA. In PISA, literacy-numeracy becomes one of the essential evaluation of mathematics competency. Therefore, the use of literacy problems should be administered in the primary school class. In order to implement the literacy-numeracy problem in the class well, the teachers are required to be able to develop functional literacy problems. This workshop on writing literacy-numeracy for elementary teachers in Ponorogo City was conducted in three stages. The first stage collected the fundamental knowledge of the teachers about what they understand about literacy-numeracy. The second stage was a discussion about the literacy-numeracy and its both background and classroom implementation, especially in elementary school. The last stage was the teachers’ workshop in arranging the literacy-numeracy problems. In the end, the problems developed by the teachers were analyzed based on literacy-numeracy criteria. Besides, the participants also gave feedback using a questionnaire as the information for the effectivity of the workshop.
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TS, Sumaiyah Jamaludin. "Numeracy Skills for Undergraduate Nursing Students’ Clinical Skill Assessment: An Expository Analysis." Nursing & Healthcare International Journal 6, no. 2 (2022): 1–5. http://dx.doi.org/10.23880/nhij-16000261.

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Introduction: Nursing and mathematics are synonymous, particularly in clinical settings. Numeracy skills have been identified as one of the competency elements for outcome-based education in nursing. Studies have shown that undergraduate nursing students continue to perform poorly on clinically-related numeracy tasks, making errors that betray fundamental misconceptions about the underlying mathematics. These conditions can be eliminated when an effort is made and the effects can be rewarding for nursing students, nursing academics and as well as improving patient care. Aim: This study aimed to address the importance of numeracy skills for undergraduate nursing students’ clinical skill assessment. Method: This study used an expository analysis approach to address the issues of the importance of numeracy skills competency in the clinical skill assessment of undergraduate nursing students. We have analysed the current undergraduate nursing curriculum and clinical skill assessment components. Moreover, we also review the available literature related to numeracy skills competency for nursing students and newly registered nurses. Finding: Numeracy skills are one of the important elements of competencies skills that have been introduced to the current Malaysian undergraduate nursing programme. However, the achievement part of it is still questionable. Evidence has shown that new graduate nurses often lack the numeracy skills needed to enable them to do their jobs safely and effectively in the clinical setting. Among the errors done by the new graduate nurses and nursing students are drug calculation errors and which accounted for 30-40% in the clinical. Conclusion: Numeracy skills competency assessment is vital for undergraduate nursing students who have to make complex calculations and analyse the patient’s situation in their clinical setting. Improving numeracy skills for undergraduate nursing students can reduce medical errors and ultimately improve efficiency in the nursing care towards their patients.
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Dissertations / Theses on the topic "Mathematics and numeracy curriculum and pedagogy"

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Carter, Merilyn G. "A multiple case study of NAPLAN numeracy testing of Year 9 students in three Queensland secondary schools." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/79906/1/Merilyn_Carter_Thesis.pdf.

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This thesis reports on a multiple case study of the actions of three Queensland secondary schools in the context of Year 9 NAPLAN numeracy testing, focusing on their administrative practices, curriculum, pedagogy and assessment. It was established that schools have found it both challenging and costly to operate in an environment of educational reform generally, and NAPLAN testing in particular. The lack of a common understanding of numeracy and the substantial demands of implementing the Australian Curriculum have impacted on schools' ability to prepare students appropriately for NAPLAN numeracy tests. It was concluded that there is scope for schools to improve their approaches to NAPLAN numeracy testing in a way that maximises learning as well as test outcomes.
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Baturo, Annette R. "Getting to know probability: A descriptive study of the cognitive processes employed by Year 12 students engaged on probability tasks." Thesis, Queensland University of Technology, 1992.

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Baturo, Annette R. "Year 6 students' cognitive structures and mechanisms for processing tenths and hundredths." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/14769/7/14769_Digitised%20Thesis.pdf.

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This study explored the cognitive functioning of Year 6 students in the domain of decimal-number numeration, particularly with the intention of: (a) comparing the knowledge structure of proficient and semiproficient students with respect to tenths and hundredths knowledge; (b) constructing frameworks and models which explain the structural knowledge differences of proficient and semiproficient students with respect to tenths and hundredths; and (c) drawing implications for instruction. Forty- five students (12 high proficient, 12 semiproficient, 8 medium proficient, 8 medium semiproficient, 5 low proficient) were identified for semistructured individual interviews (Burns, 1994). The interview was informed by the numeration model and, as a consequence, incorporated tasks relating to position and order, to multiplicativity, and to the unitisation and reunitisation of decimal fractions. The interview results revealed that: (a) knowledge of position and order differentiated between high- performing (high proficient, high semiproficient, medium proficient) and low-performing (medium semiproficient, low proficient) students; and (b) availability and accessibility of multiplicativity tasks were the major factors which differentiated performance amongst the high-performing students. As a result of analyses of students' interview responses and the knowledge subcomponents of the decimal-number taxonomy, structural models that represented the cognitions and connections held by the composite performance categories for position/order, multiplicativity, and unitisation/reunitisation were constructed. From a comparison of the structural models, cumulative models that combined findings for each performance category across position/ order, multiplicativity, and unitisation/reunitisation were constructed. The cumulative models represented the two domains involved in decimal-number numeration understanding, namely, whole numbers and fractions, with multiplicativity represented as the structural knowledge that unifies and integrates the structural knowledge of position/order and unitisation/reunitisation. The models were used to draw implications for instruction in decimal numbers and mathematics generally.
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Yoder, Gina Borgioli. "Understanding mathematics teachers' constructions of equitable mathematics pedagogy." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330796.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from PDF t.p. (viewed on Jul 21, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3849. Adviser: Signe Kastberg.
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Kelly, Angela. "Mathematics teachers' pedagogy in preparation for OLNA numeracy high-stakes testing: A Western Australian case study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2513.

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In Western Australia (WA), all secondary students are required to demonstrate their readiness to leave school and enter further studies or the workplace by achieving a minimum standard of numeracy and literacy. This minimum standard can be demonstrated by passing one of two assessments, the National Assessment Program – Literacy and Numeracy (NAPLAN), an annual national assessment for all students in Years 3, 5, 7, and 9; or, if not having reached a high enough standard on the NAPLAN Year 9 test, the Online Literacy and Numeracy Assessment (OLNA). The latter is high stakes test unique to WA which can be attempted in Years 10 through to 12. These two assessments are similar in that they both assess literacy and numeracy and share a common guiding set of standards, derived from the Australian Core Skills Framework (ACSF) (McLean, Perkins, Tout, & Wyse, 2012). This study investigated some ways that some mathematics teachers prepared their Year 10 students for the numeracy component of the OLNA. While the OLNA assesses numeracy skills rather than more conceptually oriented mathematical skills, the preparation of students for this assessment is the sole responsibility of mathematics teachers. The numeracy component of the OLNA comprises multiple-choice and short-answer worded questions that relate to real-life contexts. Students have 50 minutes to complete 45 questions, and the use of calculators is not permitted. Of importance, whilst previous NAPLAN papers are freely available to support NAPLAN preparation, mathematics teachers do not have access to previous OLNA assessments. They are however provided with an example test and a practice test through the School Curriculum and Standards Authority (SCSA) website. This limited transparency in assessment presents challenges for teachers seeking to prepare students for the OLNA. The study into how the teachers in the study prepared their Year 10 students for the numeracy component of the OLNA was guided by the following two research questions: 1. When preparing students for the mandated OLNA numeracy component in their Year 10 classrooms, does the pedagogy of mathematics teachers change? And if so, in what ways? 2. As calculators are freely used in Western Australian mathematics classrooms, how do these teachers accommodate the calculator free nature of the OLNA assessment? Peter Sullivan’s (2011) Six Key Principles for effective teaching of mathematics were used as the theoretical framework to inform data collection and analysis. These Principles, examined in detail, may be summarised by their headings as: 1. Articulating goals 2. Making connections 3. Fostering engagement 4. Differentiating challenges 5. Structuring lessons 6. Promoting fluency and transfer The study used a case study methodology involving an educational assistant and four teachers across two school sites who were all directly involved in preparing students to take the OLNA. Documentary research, in-depth semi-structured interviews, and observations were used to generate data in a 2-week period that coincided with preparation for the OLNA. The study’s findings suggest that pedagogies for preparing students for the OLNA are distinct in that much of the preparatory work is repetitive, completed independently, based on what the final assessment is expected to look like, and does not allow for the use of a calculator. Three of Sullivan’s Principles (1 and 6) – Articulating goals and Promoting fluency and transfer – were observed to be well represented in most OLNA preparation classes where there was a particular focus on independent work and repetitive exercises that attempted to mimic the OLNA assessment. In contrast, Principles 3 and 5 – Fostering engagement and Structuring lessons – were poorly represented in the data. These principles involved engagement in learning through collaboration, communication, and varied representation of mathematical content. The remaining two Principles, 2 and 5 - Making connections and Differentiating challenges, were present in varying degrees. A key finding was that most of the participants said they felt ill-equipped to prepare their students for the OLNA. They struggled with not having access to the actual assessment, the support resources were perceived as unreliable, and feedback from past results was minimal. As classroom time needed to be divided between curriculum work and OLNA preparation, the teachers’ contact time was not equitably distributed between all the students, with “OLNA students” often receiving less curriculum instruction than “non-OLNA students.” In some instances, students preparing for the OLNA received no curriculum-focused teaching during that time. It is of concern if the pedagogical principles that mathematics education researchers indicate should be present in a classroom for the effective teaching of mathematics, are not evident in OLNA preparation classes. The current research is limited in scope and duration due to the small sample size and the data collection time period, with only two sites studied immediately prior to a single round of OLNA testing. Nevertheless, this study has generated important agendas for future research in Western Australia and nationally into numeracy and mathematics teaching. Future research into the impacts of this high-stakes test on teacher and student wellbeing and on mathematics curriculum progression is recommended.
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Gallardo, Rocio E. "Borderland pedagogy study of high school mathematics teachers' lesson plan development and implementation practices." Thesis, The University of Texas at El Paso, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708539.

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The aim of the study is to examine high school mathematics teachers' lesson plan development and implementation practices used in the border region of Mexico and USA. The study also attempts to determine how a transition from Mexico (Ciudad Juarez, Chihuahua) to the U.S. (El Paso, TX) impacts high school mathematics teacher’s lesson plan development practices incorporating the Borderland Pedagogy. The Borderland Pedagogy theoretical framework (Cline & Necochea, 2006; Romo & Chavez 2006; Fiume, 2005) was developed to explore educational experiences of teachers situated within border regions. The framework highlights key characteristics of Borderland Pedagogy that influence lesson plan development and implementation practices. The framework was used to design multiple case studies research to examine and understand teaching practices on both sides of the border in general, and pedagogical experiences of transitioning teachers in particular. Elbaz-Luwish (2007) and Sabar (2004) defined teacher transition as an adaptation of a teacher to a new language, culture, and new educational system. Scholars (Shimizu, 2008; Diazgranados et al., 2008; Lit and Lit, 2009) suggest that lesson plans are designed according to teachers’ experiences, knowledge about the subject matter, and beliefs about teaching, and learning. The study is built on understanding that teaching on the border impose unique requirements on lesson plan development practices reflecting flexibility, cultural and linguistic diversity. The research sample included two Mexican teachers, two US teachers, and one transitioning teacher. The design of the study is operationalized based on the following data sources: (1) teacher-developed lesson plans, (2) classroom observations, and (3) structured interviews. Data was analyzed using frequency-based initial and focus coding scheme. The key observation in lesson plan development among participating Mexican and US teachers revealed complexity and uniqueness of borderland teachers’ practices in recognizing, addressing, and implementing national/ state standards and curriculum (Secretaría de Educación Pública, Texas Education Agency). Results of the study suggest that the Borderland Pedagogy could serve not only as a framework but also as an instrument to document and interpret transformative pedagogical practices of teachers teaching on the border.

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Elzinga, Laura Jo. "The Relationship Between the Use of Curriculum Materials and Inquiry-Based Pedagogy." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8905.

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Little change has resulted from decades of attempts at reforming the teaching of mathematics (Davis et al., 1990). This study involved approximately 43 teachers who had completed an inquiry-based professional development program prior to being provided with a new mathematics curriculum designed to support inquiry-based teaching. It analyzed the relationships between their implementation of the inquiry-based teaching and their use of the curriculum materials. A series of bivariate correlations were run to investigate the relationships between the professional development and aspects related to the implementation of the new curriculum. The factors being so inter-related, it was hypothesized that relationships would exist between all of the factors, but only some of the expected relationships materialized. Like others before, this study supports the idea that merely providing professional development and new curriculum will not always result in a change in teaching. While the teachers in this study were not necessarily resistant to change, a lack of time to implement new teaching does seem to have affected the level of change in teaching. Future research is needed related to methods and timing related to the implementation of new teaching practices and curriculum and their relationship to teacher change.
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Ausman, Tasha-Ann. "Contested Subjectivities: Loving, Hating, and Learning Mathematics." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37145.

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This dissertation is a currere study of how five students and their teacher understand their mathematical learning inside a Grade 10 classroom in Quebec. More closely, this research examines how recollections of past, present, and future mathematizing are tied to one’s sense of identity. Through analysing the entries in a teacher journal and the autobiographical stories of former students, identifications with and against common tropes of what it means to be “good” at mathematics were examined. This dissertation thus asks, how do participants in mathematics teaching and learning read their experiences, and why does a study like this matter to the future of the subject or to education overall? Using the autobiographical Curriculum Studies method of currere, a psychoanalytic stylistic analysis, and a cultural studies component whereby participants were encouraged to respond to the characters in the popular sitcom The Big Bang Theory, responses were gathered through individual interviews. Insights were derived from psychoanalytic readings of both transference and countertransference taking place in the learning space and beyond. The researcher’s and participants’ responses were understood through the ways in which the teacher’s emotional world is transferred onto the act of teaching and how, reciprocally, the teacher is addressed through feelings, phantasies, defences, and anxieties. The former students were interviewed with the stages of currere in mind in order to elicit free associative responses that lent insight to the regressive, progressive, and analytic stages. The final, synthetical, stage of currere took place to unpack my identificatory work as a researcher and teacher in the mathematics classroom. The methodological considerations in this dissertation included outlining the significance of repetitions of language in interviewees’ responses, both individually and collectively. Participants’ responses began to indicate a complex emotional world whereby their categorization in a “lower” mathematics course in high school nevertheless did not trap their identities into common tropes of of negativity, difficulty, and anxiety. Rather, the types of language and frequency of word use signal how the emotional landscape of students’ mathematical lives is shaped by how students perceive teachers to see them as mathematical or not. This research reveals how mathematics concepts, but more often, pedagogical dynamics, lead to complicated psychological terrain traversed by both teachers and students. I argue that using currere as a methodology readily employable with high school students helps to uncover the complex worlds of mathematical identity formation including the role of societal stereotypes. Furthermore, if educators understand their own dynamics of love and hate in relation to mathematical competence, performance, and pedagogy, they might better foster mutuality between students and teachers overall.
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Nivens, Ryan Andrew. "An Investigation of Palindromes and Their Place in Mathematics." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/292.

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What do the Honda Civic, the Mazda 626, and the Boeing 747 have in common? What about Weird Al's song Bob, the first name of Miley Cyrus' alter ego, and the 70s sensation Abba? What do all these things have in common? They all contain palindromes. While some people recognise a palindrome when they see one, fewer realise that a palindrome is a special case of a pattern and that these patterns are all around. Palindromes frequently occur in names, both of vehicles and people, and in music.
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Sidiropoulos, Helen. "The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-06032008-115730.

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Books on the topic "Mathematics and numeracy curriculum and pedagogy"

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Andrew, Steeds, Great Britain. Department for Education and Skills., and Basic Skills Agency, eds. Adult numeracy: Core curriculum. London: Cambridge Training and Development Ltd. on behalf of the Basic Skills Agency, 2001.

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Fox, Sue. Mathematics across the curriculum: Problem-solving, reasoning, and numeracy in primary schools. New York, NY: Continuum International Pub. Group, 2010.

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Fox, Sue. Mathematics across the curriculum: Problem-solving, reasoning, and numeracy in primary schools. London: Continuum International Pub. Group, 2010.

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Liz, Surtees, ed. Mathematics across the curriculum: Problem-solving, reasoning, and numeracy in primary schools. London: Continuum International Pub. Group, 2010.

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Voice, Elaine Ann. Nurturing numeracy: Using action research to develop the mathematics curriculum in the foundation stage. Birmingham: University of Central England in Birmingham, 2002.

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1955-, Mills Steve, ed. Key stage 3 developing numeracy. London: A & C Black, 2004.

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), National Association of Secondary School Principals (U S. Making the mathematics curriculum count: A guide for middle and high school principals. Reston, Va: National Association of Secondary School Principals, 2007.

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Pinel, Adrian. Follow me!: Mental & oral games for practising numeracy. London: Pictorial Charts Educational Trust, 2003.

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Pinel, Adrian. Follow me!: Mental & oral games for practising numeracy. London: Pictorial Charts Educational Trust, 2003.

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Pinel, Adrian. Follow me!: Mental & oral games for practising numeracy. London: Pictorial Charts Educational Trust, 2003.

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Book chapters on the topic "Mathematics and numeracy curriculum and pedagogy"

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Savard, Annie, Alexandre Cavalcante, and Azadeh Javaherpour. "An Overview of Financial Numeracy in the Quebec Curriculum." In Financial Numeracy in Mathematics Education, 19–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73588-3_3.

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Ruthven, Kenneth. "Numeracy In, Across and Beyond the School Curriculum." In The SAGE Handbook of Curriculum, Pedagogy and Assessment: Two Volume Set, 638–53. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473921405.n40.

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Geiger, Vince, Merrilyn Goos, and Shelley Dole. "Curriculum Intent, Teacher Professional Development and Student Learning in Numeracy." In Mathematics Curriculum in School Education, 473–92. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7560-2_22.

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Bennison, Anne, and Vince Geiger. "Numeracy Across the Curriculum as a Model of Integrating Mathematics and Science." In Advances in STEM Education, 117–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52229-2_7.

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Askew, Mike. "Issues in Teaching for and Assessment of Creativity in Mathematics and Science." In Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy, 169–82. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6668-6_9.

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Zahner, William, Kevin Pelaez, and Ernesto Daniel Calleros. "Principles for Curriculum Design and Pedagogy in Multilingual Secondary Mathematics Classrooms." In Multilingual Education Yearbook 2021, 235–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72009-4_13.

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"Broadening school mathematics curriculum." In Numeracy as Social Practice, 121–32. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315269474-9.

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"The National Curriculum content areas Number and numeracy." In Coordinating Mathematics Across the Primary School, 67–69. Routledge, 2003. http://dx.doi.org/10.4324/9780203486467-12.

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"An inclusive pedagogy in mathematics education." In Curriculum and Pedagogy in Inclusive Education, 189–202. Routledge, 2013. http://dx.doi.org/10.4324/9781315018188-22.

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Johnson-Smith, Loretta. "Creatively Cultivating a Culturally-Responsive Mathematics Classroom." In Creativity as Progressive Pedagogy, 268–95. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8287-9.ch013.

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This chapter explores ways to cultivate a culturally responsive math classroom for in-person and remote learning. In doing so, readers will analyze examples and non-examples of culturally responsive teaching at work. The author will examine a conducive math classroom whose environment and climate is rooted in establishing a healthy and safe math community. She will also dissect texts and curriculum that reflect a culturally responsive math classroom or the lack thereof. In addition, this chapter will identify creative strategies that promote cultural and responsive principles for in-person and remote learning. With these five domains, environment, climate, text, curriculum, and strategies, educational leaders will become equipped to cultivate a culturally responsive math community in their classroom suited for diverse learners.
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Conference papers on the topic "Mathematics and numeracy curriculum and pedagogy"

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Widodo, Ari, and Rika R. Agustin. "Exploring the Implementation of Biology Teacher Education Curriculum Through Productive Pedagogy Framework." In International Conference on Mathematics and Science Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmsed-16.2017.34.

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Li, Youjun. "Reconstruction of Mathematics Pedagogy Curriculum System from the Perspective of Transition of Teachers Colleges." In 6th International Conference on Social Science, Education and Humanities Research (SSEHR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ssehr-17.2018.31.

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Nthejane, Lebogang. "REFLECTIVE OBSERVATIONS ON THE DESIGN AND STUDIO ART PROGRAMME AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end047.

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The Central University of Technology (CUT) in South Africa compels that all programmes without a Mathematics module to offer Numeracy to first-year students. Initially, the Department of Mathematical and Physical Sciences at CUT was requested to facilitate this module from 2014 within the first semester. However, Numeracy was offered in a general manner without considering the applicability to the Design and Studio Art programme. The aim of this study was to revise the current curriculum and modify it to be applicable to the Design and Studio Art programme. Thus, the objectives of this study were firstly, to identify the gap in the current curriculum, which related to mathematical concepts within the Numeracy module which seemed to be not applicable to this programme. Secondly, to identify the mathematical concepts within the Numeracy module that could possibly be applicable to this Programme and modify them, accordingly. These concepts were identified as geometry, ratios and proportions, scale drawings, grid system, units and conversions. The final objective of this study related to the teaching of these concepts into the programme. The purpose of this paper report on the reflective observations on the revision and modification of the curriculum, more specifically on the application of these concepts in the Drawing module of the Design and Studio Art programme. A qualitative research approach was employed through reflective observations by the lecturer in the drawing lesson of 38 students who were enrolled on this programme. An analysis was further done on students’ abilities to apply mathematical concepts in their drawing project and what they have learnt in the Numeracy module. Findings revealed students’ abilities to apply mathematical concepts with ease- this after the lecturer explained the relations amongst these concepts to drawing. It appeared as though this intervention benefited mostly the students who were struggling with drawing. A key recommendation is that the application of the stated mathematical concepts be practiced in other modules within the Design and Studio Art programme at CUT.
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Froelich, Amy, Wolfgang Kliemann, and Heather Thompson. "Changing the statistics curriculum for future and current high school mathematics teachers: a case study." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08702.

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Through a larger initiative involving mathematical sciences faculty from the three State of Iowa Board of Regents’ institutions, faculty members from the Departments of Statistics and Mathematics at Iowa State University have started a collaboration in the area of statistics training for future and current mathematics teachers. In this paper, we begin by discussing the recent developments in high school mathematics education at both the state and national level that served as a focus for change in the statistics education of mathematics teachers in the state. We then describe our present efforts in changing curriculum in statistical content and pedagogy in the undergraduate and graduate programs at Iowa State for future and current mathematics teachers. Finally, we offer some direction for future work in these regards.
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Groth, Randall. "Navigating layers of uncertainty in teaching statistics through case discussion." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08509.

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The dynamics of an online case discussion among a group of fifteen prospective secondary mathematics teachers are described. During the discussion, participants offered and debated conjectures about general pedagogy, statistical content, and content-specific pedagogy. Their collective discourse showed that cases can help catalyze online conversations in which prospective teachers challenge one another’s claims and interpretations. It also suggested that discussion moderators may need to help participants consider factors in addition to teacher explanations when analyzing the path of students’ statistical learning. The paper closes by suggesting that a carefully-sequenced case-based curriculum may have the potential to build prospective teachers’ statistical knowledge and challenge persistent misconceptions.
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Payne, Bradley, and Terry Dawson. "Hands-on data activities in the classroom - enthusing teachers and students." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13103.

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Hands-on data activities in the classroom are often avoided by teachers of KS3 and KS4 mathematics in the UK. In many cases where data handling skills are taught in the classroom, the activities used involve data which is safe, predictable and the outcomes are limited to ensure the task of marking and assessment is made easier. Such an approach reduces the opportunities to engage students to think for themselves, including key decisions about the choice of data, data collection methods, and the process of analysis and interpretation. In developing hands-on data activities for Crea8te Maths (A Government funded project for Yorkshire and Humberside to improve numeracy), we acknowledged activities that had a student led element generally have more interesting outcomes, promote ownership, engagement, motivation within the class, and encourage lateral thinking. Anecdotal evidence of the benefits of our developed activities including 'Stretchiness' and 'Classroom Olympics' are presented. Based on our experiences in activity development and teaching in the classroom we explore the opportunities for hands-on activities in the new Y12 curriculum involving solving real problems using data and mathematics.
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Brackett, Robert. "Architecture Revisits Math & Science: Computation in a Visual Thinking Pedagogy." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335059.

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This paper makes a case for the greater integration of computational logic and principles in core undergraduate architectural design courses as visual thinking pedagogy. Math and computation present abstract problems that may seem at odds with the real-world design concepts with which students are familiar. Because architecture students are typically strong visual thinkers, abstract mathematical language can be difficult to learn, but these concepts can be used as a pedagogical interface to support visual problem-solving in the design process. Building on the work of Christopher Alexander in Notes on the Synthesis of Form and A Pattern Language, the idea of “pattern languages” can be used to develop a curriculum that relies on math and computation to connect the visual and social systems at work in the design process. Design curricula can integrate computational thinking based on vector math, geometry, calculus, matrices, set theory, visual programming, and scripting to build students’ computational literacy through visual problem-solving. George Stiny’s “shape grammars” offer an intuitive analog method for introducing students to computational thinking through elements and rules in preparation for designing with digital tools. The further we distance ourselves from the fundamental operations of mathematics and computation, the more we risk becoming obsolete in the process. Computer programs can automate modeling, analyzing, programming, reviewing, and even designing buildings. For now, that places the architect in a narrow domain of design and visual aesthetics, which will quickly be subsumed by machine algorithms deployed by software companies. These machine constructions operate at the social/cultural scale, a place suited for the critical position and service of architects. The education of an architect should therefore provide students with critical knowledge and skills that position them to define the parameters of automation and challenge the computer programmers with radical ideas, communicated in a shared language of mathematics that is both visual and abstract.
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Ghosh, Amitabha. "Foundations of Statics: An Assessment Study and Feedback Implementation." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66302.

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This paper highlights some important obstacles in student test performance resulting from different forms of testing procedures in Statics and Dynamics. A group approach dictates the core pedagogy in these classes, which are components of Engineering Sciences Core Curriculum (ESCC) at Rochester Institute of Technology (RIT). Our observations indicate that the difficulties start before engineering sciences due to incomplete understanding of mathematics and physics. While the human aspects of this assessment may not be revealed on tests, results of long hours of counseling sessions of students with faculty and academic advisors have now been imbedded in designing of our program. But in spite of our streamlined processes of improved delivery and testing, many good students demonstrate superior test scores on essay type questions but poor understanding of concepts as revealed from the analysis of Multiple Choice (MC) responses. This lack of performance has been tracked to a narrow focus and a lack of retention of prior concepts in their active memory. The paper discusses these topics using a select set of multiple choice questions administered on Statics and Dynamics examinations and offers remedial actions including proposal of a new course.
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Vandergriff, Katie U., and Linda C. Cain. "RoboCamp — Using Robotics to Teach Math, Science, and Engineering Principles." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0639.

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Abstract RoboCamp provides an innovative experience in the area of robotics for educators. This fun, hands-on experience strengthens the teachers’ knowledge and skills in science, mathematics, engineering, and telecommunications and prepares them to effectively transfer the experience to students in the classroom. RoboCamp is supported with a grant from the Tennessee State Department of Education and is a collaborative effort involving the Oak Ridge National Laboratory (ORNL), area school systems, industry supporting robotics, and the Universities of Tennessee and Memphis. RoboCamp is held on-site at the ORNL and gives the teachers firsthand look at research in action. The teachers work side-by-side with scientists and engineers on robotics-related topics. These topics include the following: • history and future of robotics; • science, mathematics, and engineering as they relate to robotics; • national standards and state and local curriculum frameworks; • classroom implementation of robotics education utilizing national standards; • current thinking on pedagogy and assessment; and • fun, innovative ways to answer the age-old question, “But how do we use it in real life!?!” RoboCamp participants tour a variety of sites that use robots. These tours include production plants, research facilities, and public schools involved in robotics education. Participants build several kinds of robots based on different operating principles, use computers and the Internet for robotics-related research, and work on a design problem using robotic solutions. Finally, participants work in teams to develop plans to transfer the experience to their schools. Approximately twenty teachers are selected for participation in RoboCamp. Participants apply, and are selected, as members of a school team. A team is comprised of 3–5 members and may include teachers of the same grade or educators teaching different grades but within a school; teams are encouraged to include administrators and guidance counselors. Participants are paid a stipend and expenses. Teams are solicited statewide.
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Cost, Diana, Jessica Chin, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Effective Use of Engineering in Teaching Secondary STEAM Courses: A Robotics Course Example." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62569.

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Global Learning Charter Public School (GLCPS) is an urban secondary school located in the city of New Bedford, Massachusetts. GLCPS educates students in grades 5–12. It is a Title I school with over 74% of the student population on free and reduced lunch. Historically, only 60% of students graduating from New Bedford move on to postsecondary education. It is the goal of our school to change this and increase the number of students entering post secondary education and more specifically to increase their interest in STEAM (science, technology, engineering, arts, and math) fields. GLCPS provides a unique educational experience where students demonstrate academic excellence and mastery of essential skills. These skills include: technology literacy, public speaking, global citizenship and arts exploration. Incorporation of STEAM (science, technology, engineering, art, and mathematics) is a continued goal for our school. After attending teacher educator training/professional development in engineering-based learning (EBL), we decided to create a robotics course, which fully embedded EBL into the curriculum. The goal of this robotics course is two fold: 1) Combine engineering, math, science, and art/creativity into one course; and 2) engineering-based learning can impact the way students learn STEAM principles, retain STEAM theory, and apply them to real world, relevant applications. The purpose of this paper is to illustrate how engineering-based learning inspired and impacted the development of a robotics course in an urban, financially disadvantaged, secondary charter school. Specifically, we detail how the principles and tools of the engineering-based learning pedagogy affected the development and implementation of this robotics course. Lastly, we will demonstrate how EBL and the robotics course have changed student perceptions of science, engineering, and math.
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Reports on the topic "Mathematics and numeracy curriculum and pedagogy"

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SHESTAKOVA, L. G. FORMATION OF PEDAGOGICAL COMPETENCIES AMONG STUDENTS OF THE DIRECTION 01.03.02 APPLIED MATHEMATICS AND INFORMATICS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-88-94.

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The task of forming pedagogical competencies among students of the direction “Applied Mathematics and Informatics” is relevant. For its solution, the following conditions are identified: to include in the curriculum a pedagogical module, consisting of pedagogy, methodological disciplines and pedagogical practice; use links with specialized disciplines; apply in the work the educational and methodological support adapted to the reduced amount of time; include activities based on the pedagogical module in the educational program.
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