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Dissertations / Theses on the topic 'Numeracy'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Evans, Jeff. "Adults and numeracy." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10006582/.

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2

Tompkins, Mary Kathleen. "The Relations of Objective Numeracy and Subjective Numeracy to Financial Outcomes over Time." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1435591956.

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3

McDonald, Susan Ellen. "Improving numeracy: Co-constructing a whole-school numeracy plan in a secondary school." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16618/3/Susan%20McDonald%20Thesis.pdf.

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Numeracy is a cross-curricular priority, an intersystemic priority and, of late, a federal government priority. Yet as a priority "numeracy" is inadequately defined and the term is used to describe a wide-range of notions. Many educators are unsure of what constitutes numeracy, unaware of how it differs from mathematics, and uncertain as to how its demands may be met in their planning and teaching. Secondary schools have few models upon which to develop a whole-school numeracy plan. This study describes the journey of a secondary school staff as they developed a shared understanding of numera

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4

McDonald, Susan Ellen. "Improving numeracy: co-constructing a whole-school numeracy plan in a secondary school." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16618/.

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Numeracy is a cross-curricular priority, an intersystemic priority and, of late, a federal government priority. Yet as a priority "numeracy" is inadequately defined and the term is used to describe a wide-range of notions. Many educators are unsure of what constitutes numeracy, unaware of how it differs from mathematics, and uncertain as to how its demands may be met in their planning and teaching. Secondary schools have few models upon which to develop a whole-school numeracy plan. This study describes the journey of a secondary school staff as they developed a shared understanding of numera

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5

Gleeson, Laura Jane. "Grouping students to target specific deficiencies in numeracy: investigating an evidenced based Numeracy Program." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/377618.

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Numeracy has a significant impact on a student’s further study prospects, employment possibilities and retention in the workplace. Ultimately, numeracy skills are a necessary requirement for informed, critical thinking citizens. This study investigated the journey of a Year 8 cohort, through to Year 9, measuring and exploring the impact of a three-term numeracy program intervention. Student numeracy was recorded at the end of Year 8, and again midway through Year 9. This numeracy program saw 205 students sorted into twelve numeracy classes for one lesson per week. Some class groupings targeted

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6

Smith, Pamela J. "The development of emergent numeracy." Thesis, University of Strathclyde, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298776.

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7

Tompkins, Mary Kathleen. "The role of subjective numeracy in financial outcomes and interventions of numeric-ability beliefs." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1533810436361508.

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8

Periton, C. "Education, the development of numeracy & dissemination of Hindu-Arabic numerals in early modern Kent." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/16963/.

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The ways in which English men and women used numbers underwent a transformation during the last half of the sixteenth century and first half of the seventeenth century. This dissertation analyses the changes in how ordinary, non university-educated, people encountered, perceived and employed numbers in their lives. It argues that as a result of this greater engagement with the ‘new’ Hindu- Arabic number system there was an increased sense of number awareness within the population as a whole and in Kent in particular. At the beginning of the sixteenth century most English men and women expresse

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9

Hurle, Gillian Dawn. "Numeracy support for year two students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/609.

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Research of teaching theories and intervention programs internationally and in Australia suggests that the implementation of numeracy support programs can improve student achievement levels (Fuchs, 2005; Ketterlin-Geller, Chard & Fien, 2008; Van Kraayenoord & Elkins, 2004). An intervention program was conducted for a small group of Year Two students with the aim of improving their numeracy skills over a 20 week period. Results of two mathematics assessments, together with information provided by teachers based on classroom observations and informal assessments were combined to select a group o

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10

Choi, Samantha. "The Effects of Stress on Numeracy in Relation to Decision Making." Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1523964959607048.

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11

Cobb, Sarah Catherine Jane. "“You use your imagination:”An investigation into how students use ‘imaging’ during numeracy activities." Thesis, University of Canterbury. School of Sciences and Physical Education, 2012. http://hdl.handle.net/10092/7168.

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Developing knowledge about how students acquire mathematical understanding is a focus of mathematics curricula and research, including the ability of students to move from manipulating concrete materials to abstract number properties when solving problems. This study, informed by the Numeracy Development Projects (Ministry of Education 2007a, 2008b) and the work of Pirie and Kieren (1989, 1992, 1994a, 1994b), examines the role of ‘imaging’ in supporting the development of students’ mathematical thinking and understanding. Imaging is an important phase of the teaching model advocated by the Num

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12

au, M. Kemp@murdoch edu, and Marian Kemp. "Developing Critical Numeracy at the Tertiary level." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060831.171947.

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Students at university encounter quantitative information in tables and graphs or through prose in textbooks, journals, electronic sources and in lectures. The degree to which students are able to engage with this kind of information and draw their own conclusions, influences the extent to which they need to rely on the interpretation of others. In particular, students who are studying in non-mathematical disciplines often fail to engage seriously with such material for a number of reasons. These may include a lack of confidence in their ability to do mathematics, a lack of mathematical skills

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13

Thereesha, Fathimath. "Students' Perceptions of the Secondary Numeracy Project." The University of Waikato, 2007. http://hdl.handle.net/10289/2305.

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This thesis explores the perceptions and experiences of twenty four Year 9 students from two schools in New Zealand who had participated in the Secondary Numeracy Project. The two schools were in their first year of SNP at the time of data collection. The main focus was on four areas of mathematics learning: group work, equipment, communication and teachers. Data was collected mainly by using semi-structured and clinical interviews. Findings revealed that equipment was particularly important and were used more frequently by students in Low ability group. Students liked using equipment, working

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14

Liu-Trofimovsky, Jia. "School Psychologists' Early Numeracy Training and Practices." Thesis, State University of New York at Albany, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621899.

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<p> An emergent area of research pertains to early numeracy, or number sense. Early numeracy plays a significant role in the development of mathematics skills, and researchers have recognized its importance for overall academic achievement. This study surveyed practicing school psychologists to investigate current early numeracy training and practices. A nationwide sample of 279 school psychologists completed a Web-based survey modeled after the available early numeracy research. The majority of individuals reported receiving at least one professional development training for academic concerns

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15

Angelis, Desi. "Adult numeracy, mathematical education and social meanings." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/17496.

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Bibliography: pages 74-83.<br>In sum, the theoretical framework proposed here for adult numeracy, and developed from a discourse of mathematics education, has as its task the elaboration of the social implications of principles in adult education and the pedagogic outcomes of three sets of numeracy materials.

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16

Garcia, Rodriguez Santiago. "Visualization and numeracy in consumer decision making." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/12684/.

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This thesis investigates the relationship between the cognitive style of visualization, composed of an Object and a Spatial component, and its effects on numeracy and numerical decision-making contexts. Extant research points to spatial visualization skills aiding numerical performance. However, the findings are not conclusive and only refer to spatial visualization as a skill, not as a cognitive style. The role of object visualization on numerical skills and numerical decision-making contexts has been ignored altogether by previous research. This work aims to fill these gaps in the literature

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17

Kemp, Marian. "Developing critical numeracy at the tertiary level." Thesis, Kemp, Marian (2005) Developing critical numeracy at the tertiary level. Professional Doctorate thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/122/.

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Students at university encounter quantitative information in tables and graphs or through prose in textbooks, journals, electronic sources and in lectures. The degree to which students are able to engage with this kind of information and draw their own conclusions, influences the extent to which they need to rely on the interpretation of others. In particular, students who are studying in non-mathematical disciplines often fail to engage seriously with such material for a number of reasons. These may include a lack of confidence in their ability to do mathematics, a lack of mathematical skills

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18

Kemp, Marian. "Developing critical numeracy at the tertiary level /." Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060831.171947.

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19

Genis, Amelia. "Numbers count: the importance of numeracy for journalists." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52371.

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Thesis (MPhil) -- Stellenbosch University, 2001.<br>Bibliography<br>ENGLISH ABSTRACT: Few news subjects or events can be comprehensively covered in the media without numbers being used. Indeed, most reports are essentially 'number stories', or could be improved through the judicious use of numbers. Despite this there are frequent complaints about poor levels of numeracy among journalists. Although numbers are fundamental to virtually everything they write, the most superficial review of South African newspapers indicates that most encounters between journalists and numbers of any sort a

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20

Cardemil, Winkler Magdalena. "Numeracy and education in Chile 1860-1940 cohorts." Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/134458.

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Tesis para optar al grado de Magíster en Políticas Públicas<br>The study of human capital development is an important although complex task as it has a multidimensional nature but also because data is not as systematically available as researchers would hope so. Literacy is the most used historic variable to proxy for human capital, nevertheless, in the last decade or so the study of numeracy has gained strength trough the development of the Age heaping Technique. In this thesis we link the upwards trend in numeracy experienced by the 1860-1950 Chilean cohorts to the expansion of public primar

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21

Cook, Rose. "Gender differences in adult numeracy : a comparative study." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10055384/.

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This thesis presents a comparative study of gender differences in adult numeracy in 20 OECD countries. It explores the ways in which the widespread male advantage in adult numeracy is associated with gender relations. Gender relations are measured in terms of gender differences in power and status, the gender division of paid and unpaid labour, and gender culture. The thesis uses quantitative secondary analysis of data from the OECD’s 2012 Programme for International Assessment of Adult Competencies (PIAAC), which provides direct measures of adults’ numeracy skills. The analysis proceeds from

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22

Whitburn, Julia. "The acquisition of mathematical knowledge in the early days of schooling : Japan and England." Thesis, Oxford Brookes University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325438.

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23

Higgins, Thomas. "Literacy and numeracy demands and usage in the workplace." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/98419/.

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This research focuses on the demand for and use of literacy and numeracy skills in low paid work. The motivation for the research is to examine the assumption, widely espoused by policy makers, that literacy and numeracy skills are vital at all levels of the labour market and that deficiencies in these skills are the source of widespread economic problems. The primary aim of this study is to understand the extent to which employees in low paid occupations use literacy and numeracy skills in their work. Alongside this, the research considers the extent of mismatch between the skills of employee

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24

Robertson, Ailie. "Precision teaching for numeracy : an application of behaviour analysis." Thesis, University of the West of Scotland, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.751391.

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25

Hardwick, Nick. "An outcome evaluation of the LifeMatters Foundation's Numeracy Programme." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25077.

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This dissertation includes an outcome evaluation report of the LifeMatters Foundation Numeracy Programme. This programme focuses on strengthening the foundational numerical skills of the participants, in this case a group of Grade 2 learners from two schools in the Western Cape area. In total, these two schools had five Grade 2 classes of which constituted the sample. While this programme has run before, the LifeMatters Foundation decided to redesign the programme and run a new pilot programme in 2016. This dissertation focuses on the evaluation of this pilot programme with the goal to attain

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26

Thompson, Ross A. G. "Affective, demographic and educational predictors of numeracy performance in undergraduate students." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676611.

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27

Heldsinger, Sandra. "Accounting for unit of scale in standard setting methodologies." Thesis, Heldsinger, Sandra (2006) Accounting for unit of scale in standard setting methodologies. Professional Doctorate thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/72/.

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Substantial sums of money are invested by governments in state, national and international testing programs. Australia in particular engages at all three levels. There are number of purposes served by these programs. One of these is to report student performance against standards. Standard setting exercises with respect to a particular assessment are commonly used by testing programs where there is a requirement to determine the point at which it can be said that students have demonstrated achievement of a standard. Several methodologies have been devised that use expert judgements to deriv

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28

Heldsinger, Sandra. "Accounting for unit of scale in standard setting methodologies /." Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070717.160817.

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29

Dahl, Sarah Louise. "The impact on local practice of national numeracy policy initiatives." Thesis, University of Kent, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413303.

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30

Ridler, Williams Catherine. "Is children's numeracy development related to communication in the classroom?" Thesis, University of Strathclyde, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400323.

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31

Winck, Stacy A. "Measuring early numeracy of kindergarten students in a group setting." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/1361.

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Early identification practices in assessment are crucial to preventing academic failure as well as identifying students at-risk for later learning disabilities. The PAM Early Numeracy Screening is a set of subscales designed to measure early numeracy in kindergarten students in a group setting. Given that the existing early numeracy measures are individually administered, the purpose of the current study was to explore the psychometric properties of the PAM Early Numeracy Screening. Correlational analysis was the primary research design used to investigate the evidence of reliability, criterio

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32

Erford, Breann M. "Numeracy, Memory, and Predecisional Information Distortion in Number-Based Decisions." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1511812193384119.

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33

Prunier, Stephen G. "Individual Differences in the Mental Representation of Verbal Probability Expressions: The Role of Numeracy." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501800053986437.

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34

Poe, Jennifer Kilkus. "ASSESSING NUMERACY IN ONCOLOGY: THE ROLE OF PATIENT PERCEPTION AND PREFERENCES." UKnowledge, 2012. http://uknowledge.uky.edu/psychology_etds/3.

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Treatment decision making (TDM) in oncology is complex. Understanding treatment information is essential for shared TDM. Research suggests many patients have low numeracy. This mixed methods study explored numeracy and experience with numbers in a sample of individuals diagnosed with follicular lymphoma. Participants completed questionnaires (N = 32) and interviews (N = 20) assessing numeracy, decisional conflict and regret, and number preference. Results suggest that mean objective numeracy was relatively high, and most reported high confidence in numerical ability. Most participants preferre

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35

Malo, Teri. "Numeracy, Cancer Risk Perceptions, and Self-Protective Behaviors among U.S. Adults." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3229.

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Individuals have become more involved in health-related decisions, in part due to an unprecedented access to information that can be used to enhance both physical and mental health. Much of this health-related information is presented in a numerical format; unfortunately, research suggests many Americans may not possess the literacy skills necessary to comprehend numerical health-related information. More research needs to be conducted to examine numeracy and its role in cancer risk perceptions, and how those risk perceptions relate to cancer self-protective behaviors. The purpose of the curre

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36

Kay, Jane E. "Perspectives on teachers' numeracy, investigated via examination of comment and conversation." Thesis, University of Bolton, 2016. http://ubir.bolton.ac.uk/1097/.

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For those training to teach in England, numeracy is required to fulfil the remit of a complete teacher education qualification. Trainee teachers in the post-compulsory sector must address their own level and depth of numerical comprehension whilst also examining the factors that surround the acquisition of this knowledge for their own learners in the classroom. For those training to teach in the compulsory sectors of primary or secondary education, a GCSE graded C or above and the completion of an additional numeracy professional skills test is required. Anecdotal evidence suggested prior to t

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37

Waltemire, Catlyn L. "Preschool Counts: A Case Study Investigating Preschool's Role in Early Numeracy." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami152628417785085.

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38

Turvill, Rebecca Anne. "How are young children developing number sense, post national numeracy strategy." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13798.

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This thesis examines number sense in primary mathematics. I begin by presenting literature to demonstrate how a cognitive definition of number sense, dominates understandings of mathematical development. I argue that this has influenced fixed-ability practices in mathematics (e.g. Boaler, 1997; Marks, 2014) presenting number-sense as a natural ability. I outline the political landscape and explore data which demonstrates that mathematics education systematically disadvantages some people (Zevenbergen, 2001). After reviewing mathematics learning from a range of theoretical perspectives, I demon

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39

Norris, Kelly. "Raising Teacher Sensitivity to Key Numeracy Competencies in the Early Years." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1473.

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Mathematical competence is a key capability for success in adult life, and yet many students do not achieve functional levels of numeracy during their school lives. Furthermore, many teachers report that they lack the confidence in teaching mathematics that they have for teaching literacy. Research indicates that it is possible to predict which students are likely to have difficulties in mathematics as early as the Pre-Primary year, and interventions can be provided which are effective in minimising such difficulties. The assumption framing this project is that raising teachers’ understanding

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40

Carter, Merilyn Gladys. "Year 7 students’ approaches to understanding and solving NAPLAN numeracy problems." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46648/1/Merilyn_Carter_Thesis.pdf.

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This study investigated how the interpretation of mathematical problems by Year 7 students impacted on their ability to demonstrate what they can do in NAPLAN numeracy testing. In the study, mathematics is viewed as a culturally and socially determined system of signs and signifiers that establish the meaning, origins and importance of mathematics. The study hypothesises that students are unable to succeed in NAPLAN numeracy tests because they cannot interpret the questions, even though they may be able to perform the necessary calculations. To investigate this, the study applied contemporary

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41

Fox, Jillian Louise. "Young children and digital-numeracy in the prior-to-school year." Thesis, Queensland University of Technology, 2010.

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In the Digital Age, the development of mathematical proficiency is a key issue for children and their education (Steen, 1997). The process of becoming numerate begins in the early years. Considering the widespread demand for a numerate citizenry in a digital age, it is essential that young children develop the foundations of digital-numeracy. The term "digital-numeracy" is used to describe the numeracy practices and behaviours which are mediated by digital technologies such as microwaves, mobile phones, computers, console games ( e.g., Playstations®), television and DVD players and MP3 players

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42

Alamu, Adrian. "Teacher beliefs, knowledge, and reported practices regarding numeracy outcomes in the Solomon Islands : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Education /." ResearchArchive@vuw.ac.nz, 2010. http://hdl.handle.net/10063/1314.

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43

Alards-Tomalin, Douglas. "Numerical magnitude affects the perception of time and intensity." American Psychological Association, 2013. http://hdl.handle.net/1993/31033.

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The relative magnitude of an event (number magnitude) can have direct implications on timing judgments. Previous studies have found that large magnitude numbers are perceived to have longer durations than those of smaller numbers. This bias can be accounted for in several ways; first, the internal clock model theorizes that stimulus magnitude directly interacts with the components of a dedicated cognitive timer by increasing pacemaker speed. Another explanation posits that different quantitative dimensions (space, time, size, intensity and number) are all represented within a common cortical m

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44

Booker, George. "Moving from Diagnosis to Intervention in Numeracy - turning mathematical dreams into reality." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82356.

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45

Divett, Vicky, and n/a. "A profile of the adult numeracy student in the Australian Capital Territory." University of Canberra. Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060704.164546.

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46

Bolitho, Elaine. "The Early Numeracy Project : a study of teacher change : research project report." Thesis, University of Canterbury. Christchurch College of Education, 2003. http://hdl.handle.net/10092/3098.

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The purpose of this study is to examine the changes that occurred in teachers' thinking and practice as a result of taking part in the Early Numeracy Project (ENP). The study took place in the Junior department of a high decile primary school in the South Island. Data was collected using the following methods: • Three in-depth interviews with four teachers taking part in the ENP . Field notes gathered from cluster workshops and syndicate meetings The four participating teachers in this study agreed that the ENP brought about significant changes in the way they thought about and conducted their

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47

Pratt, Nicholas Malcolm. "Interactive teaching in the National Numeracy Strategy : tensions in a supportive framework." Thesis, University of Plymouth, 2004. http://hdl.handle.net/10026.1/1104.

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This thesis is an exploratory study of teachers' and children's understandings of the National Numeracy Strategy, and of interactive whole class teaching in particular. It starts by identifying aspects of the Strategy that are of significance to teachers and develops these by detailing the challenges that face them in teaching in this way. Data are collected by means of interviews and classroom observations, progressively focusing the study. In particular, the way in which teachers and children understand the role of discourse in whole class discussion is examined. This understanding illuminat

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48

Redmer, Alina [Verfasser]. "Numeracy im Lebenslauf – Sekundäranalytische Betrachtungen alltagsmathematischer Grundbildung in verschiedenen Lebensphasen / Alina Redmer." Hamburg : Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky, 2020. http://d-nb.info/122108478X/34.

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49

Kubascikova-Mullen, Jana. "Adult numeracy and the conversion to the Euro in the Slovak Republic." Thesis, Middlesex University, 2013. http://eprints.mdx.ac.uk/13129/.

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This thesis investigates Slovak citizens’ attitudes towards the Euro changeover and the numerical demands imposed on them in the context of the currency change. The numerical demands varied considerably from country to country depending on the simplicity or complexity of the conversion rates. This research into currency change follows in the tradition of economic psychology. A number of studies have examined the problems with currency conversion, including the development of price intuition, using this approach (Marques and Dehaene, 2004; Ranyard et al., 2003; Hofmann et al., 2007). The presen

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50

George, Rachel. "Numeracy development of 6-7 year old children with specific language impairment." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020393/.

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