Bibliografie tematiche / Mathematics and numeracy

Letteratura scientifica selezionata sul tema "Mathematics and numeracy"

Autore: Grafiati

Pubblicato: 26 luglio 2024

Ultima modifica: 26 luglio 2024

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Articoli di riviste sul tema "Mathematics and numeracy"

Dahlan, Jarnawi Afgani, Dadang Juandi, Anjar Yogaswara e Dui Kurniasih. "Developing mathematics teaching materials based on numeracy literacy for junior high school mathematics teachers in West Bandung Regency". Transformasi: Jurnal Pengabdian Masyarakat 19, n. 2 (31 dicembre 2023): 237–49. http://dx.doi.org/10.20414/transformasi.v19i2.8294.

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[Bahasa]: Pemahaman guru matematika terhadap literasi dan numerasi yang baik akan berdampak pada kemampuan mereka dalam mengembangkan bahan ajar yang pada akhirnya akan meningkatkan literasi numerasi siswa. Pengabdian kepada masyarakat ini bertujuan untuk menguatkan pemahaman literasi numerasi guru matematika sehingga mereka memiliki kemampuan dalam mengembangkan bahan ajar yang mengintegrasikan literasi numerasi dalam proses pembelajaran matematika. Kegiatan pengabdian ini didesain dalam tiga tahap, yaitu seminar, lokakarya, dan ujicoba hasil lokakarya. Kegiatan tahap pertama dilakukan melalui seminar secara daring dengan dengan pendekatan PAR (Participatory Action Research). Partisipan kegiatan ini adalah 172 guru matematika SMP negeri dan swasta di Bandung Barat. Kegiatan tahap kedua adalah lokakarya pengembangan perangkat pembelajaran terintegrasi literasi numerasi dimana peserta dibagi menjadi beberapa kelompok berdasarkan topik matematika yang ada di sekolah menengah pertama. Produk hasil lokakarya pada tahap kedua ini adalah modul ajar, bahan tayang, bahan ajar, dan bahan ajar tersimpan dalam aplikasi Kotobee. Tahap ketiga adalah implementasi praktek pembelajaran sebagai uji coba produk yang dihasilkan pada tahap dua. Praktek pembelajaran dilakukan secara terbuka di SMP N 3 Lembang Kabupaten Bandung Barat. Hasil program pengabdian kepada masyarakat ini menunjukkan adanya peningkatan kemampuan literasi numerasi guru matematika SMP di Kabupaten Bandung Barat. Secara umum peserta mampu menghasilkan produk bahan ajar matematika yang terintegrasi literasi numerasi dan disimpan pada salah satu aplikasi yang Bernama Kotobee. Kata Kunci: bahan ajar matematika terintegrasi, guru matematika, literasi numerasi, pengajaran matematika [English]: Mathematics teachers' understanding of literacy and numeracy impacts their ability to develop teaching materials to improve students' numeracy literacy. This community service program aims to strengthen mathematics teachers' understanding of numeracy literacy to develop teaching materials that integrate numeracy literacy into the mathematics learning process. This program was designed in three stages: seminars, workshops, and pilot testing of workshop results. The first phase of the activity was conducted through an online seminar using the PAR (Participatory Action Research) approach. The participants were 172 public and private junior high school mathematics teachers in West Bandung Regency. The second phase of the activity was a numeracy literacy integrated learning tool development workshop where participants were divided into groups based on mathematics topics. The workshop's products in this second stage are teaching modules, broadcast materials, and teaching materials stored in the Kotobee application. The third stage was the implementation of learning practices as a trial of the products produced in stage two. The learning practice was conducted openly at SMP N 3 Lembang, West Bandung Regency. The results of this community service program showed an increase in the numeracy literacy skills of junior high school mathematics teachers in West Bandung Regency. In general, participants could produce mathematics teaching material products that were integrated with numeracy literacy and stored in one application called Kotobee. Keywords: integrated mathematics teaching materials, mathematics teachers, numeracy literacy, mathematics teaching

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O'Donoghue, John. "Numeracy and Mathematics". Irish Mathematical Society Bulletin 0048 (2002): 47–56. http://dx.doi.org/10.33232/bims.0048.47.56.

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Begg, Andy. "Does numeracy = mathematics?" Set: Research Information for Teachers, n. 3 (1 novembre 2006): 21–22. http://dx.doi.org/10.18296/set.0571.

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Melissa, Margaretha Madha, e Yosep Dwi Kristanto. "PROFIL PENGETAHUAN NUMERASI MAHASISWA CALON GURU MATEMATIKA [PROFILE OF PROSPECTIVE MATHEMATICS TEACHERS’ NUMERACY KNOWLEDGE]". JOHME: Journal of Holistic Mathematics Education 8, n. 1 (4 giugno 2024): 116. http://dx.doi.org/10.19166/johme.v8i1.8324.

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The 21st-century skills that students and teachers must have are literacy skills, learning skills and life skills. One of the literacy skills is mathematical literacy, also known as numeracy. This research aims to describe the numeracy knowledge profile of prospective mathematics teacher students. This type of research is quantitative descriptive research. The subjects of this research were 32 prospective mathematics teacher students at a private university in Yogyakarta. Data collection techniques in this research used questionnaires and interviews. The research results show that the majority of prospective mathematics teacher students are doubtful about their knowledge of numeracy. Furthermore, none of the students mentioned the complete meaning of numeracy skills; most only mentioned numeration as numbers and mathematical symbols, solving everyday problems, and number operations. Students are also unable to mention the content and context of numeracy questions. However, all students realize that as prospective mathematics teachers, it is important to study numeracy and implement it in the classroom. The suggestion to improve numeracy knowledge and skills are through lesson study that focuses on numeracy to introduce numeracy practices and as a model for prospective teachers, as well as using a student-centered learning approach, using real problems such as RME.BAHASA INDONESIA ABSTRACT: Kemampuan abad ke-21 yang perlu dimiliki oleh siswa dan guru adalah kemampuan literasi, kemampuan belajar, dan kemampuan hidup. Salah satu kemampuan literasi adalah literasi matematika atau juga dikenal dengan istilah numerasi. Tujuan penelitian ini adalah untuk mendeskripsikan profil pengetahuan numerasi mahasiswa calon guru matematika. Jenis penelitian ini adalah penelitian deskriptif kuantitatif. Subjek penelitian ini adalah 32 mahasiswa calon guru matematika di salah satu universitas swasta di Yogyakarta. Teknik pengambilan data dalam penelitian ini menggunakan kuesioner dan wawancara. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa calon guru matematika ragu-ragu akan pengetahuan mereka tentang numerasi. Selain itu, tidak ada mahasiswa yang menyebutkan pengertian numerasi dengan lengkap, sebagian besar hanya menyebutkan numerasi sebagai angka dan simbol matematika, memecahkan masalah sehari-hari, dan operasi bilangan. Mahasiswa juga tidak mampu menyebutkan konten dan konteks soal numerasi. Walaupun demikian, semua mahasiswa menyadari sebagai calon guru matematika penting untuk mempelajari numerasi dan mengimplementasikannya di kelas. Hal yang bisa dilakukan untuk meningkatkan pengetahuan dan kemampuan numerasi yaitu melalui lesson study yang berfokus pada numerasi untuk mengenalkan praktik numerasi dan sebagai model bagi calon guru, serta menggunakan pendekatan pembelajaran yang berpusat pada siswa, menggunakan permasalahan nyata seperti PMR.

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Adelia, Viona, Ratu Ilma Indra Putri e Zulkardi Zulkardi. "A systematic literature review: how do we support students to become numerate?" International Journal of Evaluation and Research in Education (IJERE) 13, n. 3 (1 giugno 2024): 1816. http://dx.doi.org/10.11591/ijere.v13i3.26849.

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Numeracy is the essential skill for life situations that involve mathematical elements and developing students’ numeracy skills is considered a primary goal of mathematics education. Despite its importance, numeracy can be challenging to teach, and it is not a guaranteed result of classroom mathematics learning. Through a systematic literature review, 35 studies about supporting students in becoming numerate in classrooms or courses are explored, this literature review also explained abilities included as numeracy, recommendations for teachers are given as well as some examples was given, also opportunities and directions for further research are identified, including guidelines for enhancing students’ numeracy competence.

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Rahman, Nurul Desy Fitria. "ANALISIS KEMAMPUAN NUMERASI PESERTA DIDIK PADA SOAL MATEMATIKA SD NEGERI SONGGOM 03". JS (JURNAL SEKOLAH) 6, n. 4 (30 settembre 2022): 142. http://dx.doi.org/10.24114/js.v6i4.38841.

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Abstract: Analysis of Students' Numerical Ability in Mathematics Problems at SD Negeri Songgom 03. The formulation of the problem in this study is: How is the numeracy ability of students in mathematics at SD Negeri Songgom 03. The purpose of this study is to determine the numeracy abilities of students in math problems. Data collection techniques in this research is to use interview techniques, observation and documentation. This research method uses a qualitative descriptive method. The object in this study is primary data, namely data directly obtained by the resource persons, namely grade 1 students, grade 1 teachers, and parents. The results of research on students' numeracy skills in mathematics, namely there is numeracy ability, namely students are able to solve math-related problems by themselves without the help of others, students' abilities are able to solve math-related problems that still require teacher assistance, low numeracy skills, namely students are still weak in counting so they always need the help of the teacher. Thus, it can be said that the ability to count in mathematics there are 3 categories, namely high, medium and low. Keyword : Numeracy Skills, Mathematics Abstrak : Analisis Kemampuan Numerasi Peserta Didik Pada Soal Matematika SD Negeri Songgom 03. Rumusan masalah pada penelitian ini yaitu: Bagaimana kemampuan numerasi peserta didik pada soal matematika di SD Negeri Songgom 03. Tujuan penelitian ini adalah untuk mengetahui kemampuan numerasi peserta didik pada soal matematika. Teknik pengumpulan data dalam penelitian ini adalah dengan menggunakan teknik wawancara, observasi dan dokumentasi. Metode penelitian ini menggunakan metode deskriptif kualitatif. Objek dalam penelitian ini adalah data primer yaitu data yang langsung diperoleh oleh narasumber yaitu peserta didik kelas 1, guru kelas 1, dang orang tua. Hasil penelitian pada kemampuan numerasi peserta didik pada soal matematika yaitu terdapat kemampuan numerasi tinggi yaitu peserta didik mampu memecahkan masalah terkait pada soal matematika dengan sendirinya tanpa bantuan orang lain, kemampuan numerasi sedang yaitu peserta didik mampu menyelesaikan masalah terkait pada soal matematika yang masih memerlukan bantuan guru, kemampuan numerasi rendah yaitu peserta didik masih lemah dalam berhitung sehingga selalu memerlukan bantuan guru. Dengan demikian dapat disimpulkan bahwa kemampuan numerasi pada soal matematika terdapat 3 kategori yaitu tinggi, sedang dan rendah. Sedanglan Kata Kunci : Kemampuan Numerasi, Matematika

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Chesney, Dana L., Brittany Shoots-Reinhard e Ellen Peters. "The causal impact of objective numeracy on judgments: Improving numeracy via symbolic and non-symbolic approximate arithmetic training yields more consistent risk judgments". Journal of Numerical Cognition 7, n. 3 (30 novembre 2021): 351–67. http://dx.doi.org/10.5964/jnc.6925.

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Park and Brannon (2013, https://doi.org/10.1177/0956797613482944) found that practicing non-symbolic approximate arithmetic increased performance on an objective numeracy task, specifically symbolic arithmetic. Manipulating objective numeracy would be useful for many researchers, particularly those who wish to investigate causal effects of objective numeracy on performance. Objective numeracy has been linked to performance in multiple areas, such as judgment-and-decision-making (JDM) competence, but most existing studies are correlational. Here, we expanded upon Park and Brannon’s method to experimentally manipulate objective numeracy and we investigated whether numeracy’s link with JDM performance was causal. Experimental participants drawn from a diverse internet sample trained on approximate-arithmetic tasks whereas active control participants trained on a spatial working-memory task. Numeracy training followed a 2 × 2 design: Experimental participants quickly estimated the sum of OR difference between presented numeric stimuli, using symbolic numbers (i.e., Arabic numbers) OR non-symbolic numeric stimuli (i.e., dot arrays). We partially replicated Park and Brannon’s findings: The numeracy training improved objective-numeracy performance more than control training, but this improvement was evidenced by performance on the Objective Numeracy Scale, not the symbolic arithmetic task. Subsequently, we found that experimental participants also perceived risks more consistently than active control participants, and this risk-consistency benefit was mediated by objective numeracy. These results provide the first known experimental evidence of a causal link between objective numeracy and the consistency of risk judgments.

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Mary Jane Torres Luna. "MATHSANAY: School initiatives on bridging learners’ numeracy gap: A proposed math literacy project". World Journal of Advanced Research and Reviews 17, n. 2 (28 febbraio 2023): 196–99. http://dx.doi.org/10.30574/wjarr.2023.17.2.0173.

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This action research aims to determine the effectiveness of MATHSANAY Numeracy Project in bridging the numeracy gap and skills focusing on four fundamental operations in mathematics namely addition, subtraction, multiplication and division in among 49 identified non-numerate Grade 7 students of Bagbag National High School District of Rosario The study used the purposive sampling procedure. Numeracy Test was given to identify the non-numerates from grade 7 entrants as subject of intervention activities which is one hour face-face tutorial session every 5th day of the week and supported practice drill cards in daily lesson. It was conducted during the whole period of first quarter using Dependent T-test of two sample means. The pretest and posttest results were found “Highly Significant” where in the computed p-value is 0.00.with T value of -10.55. Moreover, the student-participants gained a notable improvement in their numeracy skills which moved its category from non-numerate group to moderately numerate group .Hence the utilization of MATHSANAY project is effective intervention in bridging the numeracy gap and skills which translated into a higher learning outcome of students and achievement in Mathematics.

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Anita Dian Pratiwi, Aryo Andri Nugroho, Rina Dwi Setyawati e Susilo Raharjo. "Analisis Kemampuan Literasi Numerasi Pada Siswa Kelas IV Di SD Negeri Tlogosari 01 Semarang". JANACITTA 6, n. 1 (1 aprile 2023): 38–47. http://dx.doi.org/10.35473/jnctt.v6i1.2263.

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The culture of literacy in Indonesia is so low, the factor that affects the low literacy in Indonesia is the lack of interest in reading in Indonesian society. Literacy itself can be related to skills in certain fields. Literacy that is closely related to the ability to think critically is numeracy literacy. Numeracy literacy is closely related to mathematics so that numeracy literacy is the ability to reason using language and mathematics. This research uses descriptive qualitative research. The purpose of this research is to analyze the numeracy literacy skills of grade IV students. The subject of this research involved 6 fourth grade students at SDN Tlogosari Kulon 01 Semarang. The research instruments used were interviews and worksheets in the form of student math story problems to analyze students' numeracy literacy skills. Based on the results of research from 6 students who worked on worksheets in the form of math story problems, there was one student who had low-level numeracy literacy skills, 3 people had medium-level numeracy literacy skills, and 2 students had high-level numeracy literacy skills. So it can be concluded that the numeracy literacy skills of fourth grade students at SDN Tlogosari Kulon 01 Semarang are at a moderate level. Budaya literasi di Indonesia termasuk rendah, faktor yang mempengaruhi rendahnya literasi di Indonesia adalah kurang minat baca pada masyarakat Indonesia. Literasi sendiri dapat dihubungkan dengan keterampilan di bidang terntu. Literasi yang berkaitan erat dengan kemampuan dalam berpikir kritis adalah literasi numerasi. Literasi numerasi berkaitan erat dengan matematika sehingga literasi numerasi adalah kemampuan bernalar menggunakan bahasa dan matematika. Penelitian ini menggunakan penelitian kualitatif jenis deskriptif. Tujuan penelitian dilakukan penelitian ini adalah untuk menganalisis kemampuan literasi numerasi siswa kelas IV. Subjek penelitian ini melibatkan 6 siswa kelas IV di SDN Tlogosari Kulon 01 Semarang. Instrumen penelitian yang digunakan adalah wawancara dan hasil lembar kerja berupa soal cerita matematika siswa untuk menganalisis kemampuan literasi numerasi siswa. Berdasarkan hasil penelitian dari 6 siswa yang mengerjakan lembar kerja berupa soal cerita matematika terdapat satu siswa memiliki kemampuan literasi numerasi tingkat rendah, 3 orang memiliki kemampuan literasi numerasi tingkat sedang, dan 2 siswa memiliki kemampuan literasi numerasi tingkat tinggi. Sehingga dapat simpulkan bahwa kemampuan literasi numerasi siswa kelas IV di SDN Tlogosari Kulon 01 Semarang berada ditingkat sedang.

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Ekowati, Dyah Worowirastri, Yuni Puji Astuti, Ima Wahyu Putri Utami, Innany Mukhlishina e Beti Istanti Suwandayani. "Literasi Numerasi di SD Muhammadiyah". ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar 3, n. 1 (12 febbraio 2019): 93. http://dx.doi.org/10.30651/else.v3i1.2541.

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Abstrak: Tujuan penelitian ini untuk mendeskripsikan (1) rancangan program literasi numerasi, (2) pelaksanaan program literasi numerasi, (3) upaya dalam mengatasi kendala pelaksanaan program literasi numerasi, (4) faktor pendukung dan (5) faktor penghambat pelaksaan program literasi numerasi. Jenis penelitian ini adalah deskripsif kualitatif. Hasil penelitian yaitu (1) rancangan literasi numerasi di SD Muhammadiyah 1 Kota Malang secara umum belum terprogram dan secara khusus menyesuaikan materi literasi numerasi pada pembelajaran matematika dan tema pada pembelajaran tematik kurikulum 2013. (2) Pelaksanaan program literasi numerasi telah sesuai dengan tiga tahapan program literasi sekolah yakni tahap pembiasaan, pengembangan dan pembelajaran, serta sesuai dengan lima indikator literasi numerasi. (3) Upaya yang dilakukan dalam mengatasi kendala program literasi numerasi telah beracuan pada tujuan umum literasi di sekolah. (4) Faktor pendukung terdiri dari pemerintah dan sasaran program literasi numerasi. (5) Faktor penghambat beracuan pada tiga sasaran literasi numerasi. Sasaran literasi numerasi terdiri dari basis kelas, budaya sekolah, dan masyarakat.Kata Kunci: Program, Literasi, Numerasi, Sekolah DasarAbstract: The purpose of this research is to describe : (1) plan of the numeracy literacy program in elementary school Muhammadiyah 1 Malang, (2) realize the numeracy literacy program in elementary school Muhammadiyah 1 Malang, (3) effort to solve problems in realizing the numeracy literacy program in elementary school Muhammadiyah 1 Malang, (4) proponent factor in realizing the numeracy literacy program in elementary school Muhammadiyah 1 Malang, (5) inhibiting factor in realizing the numeracy literacy program in elementary school Muhammadiyah 1 Malang. This research used a qualitative research approach by using descriptive type. The result of this research showed that (1) plan of the numeracy literacy program in elementary school Muhammadiyah 1 Malang is not in program list yet and in especially case, it still makes an adjustment with the numeracy literacy matter in learning mathematics and lesson topic 2013 curriculum. (2) The realization of this numeracy literacy program in elementary school Muhammadiyah 1 Malang is matched with the three steps of school literacy program, they are habitual, development and learning step it also conforms to five indicators of numeracy literacy. (3) The effort to solve problems in realizing the numeracy literacy program based on the general purpose of the literacy in school. (4) Government and numeracy literacy program’s object is included in proponent factor. (5) The inhibiting factor is aimed at three of numeracy literacy program’s objects. Numeracy literacy targets consist of the class base, school culture base, and community base.Keywords: Program, Lliteracy, Numeracy, Elementary School

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Più fonti

Tesi sul tema "Mathematics and numeracy"

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 required to understand the data, or a lack of an awareness of the importance of being able to read and interpret the data for themselves. In this thesis, the successful choice and use of skills to interpret quantitative information is referred to as numeracy. The level of numeracy exhibited by a student can vary depending on the social or cultural context, his/her confidence to engage with the quantitative information, the sophistication of the mathematics required, and his/her ability to evaluate the findings. The first part of the thesis is devoted to the conceptualisation of numeracy and its relationship to mathematics. The empirical study that follows this is focused on an aspect of numeracy of importance to university students: the reading and interpreting of tables of data in a range of non-mathematical contexts. The students who participated in this study were enrolled in degree programs in the social sciences. The study was designed to measure the effectiveness of a one-hour intervention workshop aimed at improving the levels of the students? numeracy. The short length of the intervention was dictated by practical and organisational constraints. This workshop involved reading and interpreting a table of data using strategies based on the SOLO taxonomy (Biggs and Collis, 1982). The SOLO taxonomy was developed mainly as a means of classifying the quality of responses across both arts and science disciplines. The categorisation uses five levels: prestructural, unistructural, multistructural, relational and extended abstract. It can be used as a diagnostic tool at all levels of education as it can be seen as a spiral learning structure repeating itself with increasing levels of abstraction. It can also be used as a teaching tool in feedback to students. A measuring instrument, also based on the SOLO taxonomy, was designed to gauge the levels of the students' responses to these tasks. Each response was allocated a level that was subsequently coded as a number from zero to seven. Because the responses were in distinct ordered categories, it was possible to analyse the scores using the Rasch Model (Rasch 1960/80) for polytomous responses, placing both the difficulty of the tasks and the ability of the students on an equal interval scale. The Rasch Model was also used to evaluate the measuring instrument itself. Some adjustments were made to the instrument in the light of this analysis. It was found that it is possible to construct an instrument to distinguish between levels of students' written responses for each of the chosen table interpretation tasks. The workshop was evaluated through a comparison of the levels achieved by individual students before and after the workshop. T-tests for dependent samples indicated a significant improvement (p < 0.01) in student performance.

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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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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 of twelve students who were considered to be at risk of developing mathematical difficulties. The program comprised of two 85 minute lessons and one 40 minute lesson per week in a room adjacent to the Year Two classroom. A social constructivist method of teaching was put into practice within the structure of a small group setting. A case study approach recorded the learning journey of each student with an individual profile of each participant maintained for the duration of the program. At the conclusion of the program data obtained from formative assessments, teacher observations, and feedback from the student participants were used to evaluate the program’s effectiveness. Students who were members of the intervention program improved their level of basic numeracy skills in the areas of addition, subtraction, multiplication, division, and number sequencing, and also demonstrated a positive disposition towards mathematics.

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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 specific skill deficiencies, and some were streamed to group higher or lower performing students together. This research investigated the pre- and post-program diagnostic test performances charted by these students using quantitative statistical analysis (comparative means paired t-tests across groups). To further explore these outcomes, two teachers were interviewed before and after this numeracy program. These interviews addressed the themes of teacher expectation and plans, implementation of the numeracy program, and reflection. There is a large amount of literature investigating the effects of streaming on student outcomes in numeracy, and it is known to have mixed results. Key themes from this literature are student identity, student performance outcomes, and the impact of streaming on pedagogical choices. However, there is a gap in the literature addressing streaming by specific skill weakness, rather than mean ability. This is an area explored by this research, which finds that grouping students according to specific skill weakness, for the duration of a numeracy intervention, does remediate those key deficiencies, but possibly at the expense of other skill areas. This research finds that streaming lower performing students by mean ability has a strong and positive impact on student performance. Conversely, the findings for high-performing students suggest that grouping them together, and the teaching and learning experiences that resulted from that, had no measurable positive impact on outcomes. This research suggests a need for future iterations of this numeracy program to continue to target specific skills, but on a cyclical basis; ensuring that all students are exposed to all requisite ideas and skills, benefitting from targeted intervention.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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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 numeracy, identified the numeracy demands throughout the curriculum and planned for a whole-school approach to address these demands.

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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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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.
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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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 theories of literacy to the context of mathematical problem solving. A case study design with multiple methods was used. The study used a correlation design to explore the connections between NAPLAN literacy and numeracy outcomes of 198 Year 7 students in a Queensland school. Additionally, qualitative methods provided a rich description of the effect of the various forms of NAPLAN numeracy questions on the success of ten Year 7 students in the same school. The study argues that there is a quantitative link between reading and numeracy. It illustrates that interpretation (literacy) errors are the most common error type in the selected NAPLAN questions, made by students of all abilities. In contrast, conceptual (mathematical) errors are less frequent amongst more capable students. This has important implications in preparing students for NAPLAN numeracy tests. The study concluded by recommending that increased focus on the literacies of mathematics would be effective in improving NAPLAN results.

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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 Numeracy Development Project. The context of this study is a primary school mathematics programme, which involved the teaching of two mathematics units that focused on the addition and subtraction of decimal fractions and whole numbers. There is considerable research about what is effective in mathematics education for diverse learners, and how students learn. There is, however, very limited research about the role of imaging in mathematical learning. This qualitative study adopted a case study approach and focused on a group of Year 6 students. Data collection methods included observation, interviews, field notes and document analysis. A thematic approach was used to analyse data and to develop and inform an emerging theoretical framework. During this study I developed a model, entitled A Model for the Development of Students’ Mathematical Understanding, which illustrates six mathematical resources students use as they solve problems. These resources are: materials, mental picture images, drawn picture images, transformed mental images, transformed drawn images and number properties. Students’ engagement with these six resources illustrates how they develop understanding of mathematical concepts. The students identified a preference for using drawn rather than mental images when solving problems. This study also emphasizes the complexity of the imaging process, and the fluid and multifaceted nature of learning in mathematics. This study serves to highlight the complexities of the teaching and learning process in mathematics for both teachers and students.

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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 of and thus sensitivity to markers of the skills most predictive of mathematical success in the early years will result in teachers planning more targeted and responsive learning programs and positively influence classroom practice. A professional learning intervention focussed on raising professional knowledge about the sequence of number development and the predictors of mathematical difficulties was provided to teachers of five to eight-year-old students. Tools were provided which focussed on linear tracks (board games) as an external model of number magnitude. The study utilised a pre-test post-test design and surveys, teacher interviews, reflective discussions and student estimation tests to examine effects on four outcomes: teacher self-efficacy beliefs, confidence for teaching number and aspects of Pedagogical Content Knowledge; and, student estimation skills. The data revealed that the intervention was successful in improving teacher self-efficacy beliefs and confidence, particularly with regard to planning and providing intervention for students with mathematical difficulties. Teachers’ Pedagogical Content Knowledge was improved, particularly with regard to understanding the sequence of number skills development and building mental representations of number, but the extent to which this was reflected in changes to classroom practice differed markedly between teachers. The teachers who made the greatest changes taught in the Pre-Primary year and were those who reported the most substantial changes in Pedagogical Content Knowledge. The study indicates that board game use could be beneficial in raising the accuracy of student number line estimation when combined with such changes in teacher PCK and associated practice. Although the research supporting the use of board games to develop mental number line representations is compelling, teachers who did not experience a shift in thinking tended to use these as additional tools to complement existing programs, with little noticeable effect. The implications of these findings are discussed with regard to planning professional learning interventions for teachers which are narrow in focus, supported by a small number of specific classroom tools which can be used within existing whole-class or rotational structures, and targeted towards inducing particular changes in thinking.

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Libri sul tema "Mathematics and numeracy"

Ogden, Harry. Spotlight on numeracy. London: Pitman, 1985.

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Savard, Annie, e Alexandre Cavalcante, a cura di. Financial Numeracy in Mathematics Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73588-3.

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Steve, Mills, e Koll Hilary, a cura di. Numeracy lessons. Oxford: Ginn, 1999.

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Steer, Margaret. Numeracy: A foundation book. London: Pitman, 1986.

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Julian, Thomas, a cura di. Assignments in numeracy. London: Pitman, 1987.

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Mike, Spooner, a cura di. Mental mathematics for the numeracy hour. London: David Fulton, 2000.

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Bluston, H. S. Easymath home numeracy teacher. Bedford: H.S. Bluston, 1987.

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Share, Margaret. Display creative numeracy. Haddinham, Buckinghamshire: Belair Publications, 2008.

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Sykes, Bob. Numeracy through spreadsheets. Carlton South, Vic., Australia: Curriculum Corporation, 2000.

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Paulos, John Allen. Beyond numeracy: Ruminations of a numbers man. New York: Vintage Books, 1992.

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Capitoli di libri sul tema "Mathematics and numeracy"

de Jong, Ton, Tamara van Gog, Kathleen Jenks, Sarah Manlove, Janet van Hell, Jelle Jolles, Jeroen van Merriënboer, Theo van Leeuwen e Annemarie Boschloo. "Numeracy and Mathematics Learning". In Explorations in Learning and the Brain, 37–39. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-89512-3_5.

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Fitzsimons, Gail E., Helga Jungwirth, Jeurgen Maaß e Wolfgang Schloeglmann. "Adults and Mathematics (Adult Numeracy)". In International Handbook of Mathematics Education, 827–76. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1465-0_23.

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Sellars, Maura. "Mathematics and Numeracy in a Global Society". In Numeracy in Authentic Contexts, 5–21. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5736-6_1.

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Goos, Merrilyn, Vince Geiger e Shelley Dole. "Transforming Professional Practice in Numeracy Teaching". In Transforming Mathematics Instruction, 81–102. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04993-9_6.

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Goos, Merrilyn, Anne Bennison, Helen Forgasz e Keiko Yasukawa. "Research in Numeracy Education". In Research in Mathematics Education in Australasia 2020–2023, 59–84. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-1964-8_4.

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Cavalcante, Alexandre, e Annie Savard. "Making Sense of Mathematics: Two Case Studies of Financial Numeracy in Grade 11 Mathematics Classrooms". In Financial Numeracy in Mathematics Education, 81–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73588-3_9.

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Cavalcante, Alexandre. "Mathematics Teachers’ Financial Numeracy Representations and Practices". In Financial Numeracy in Mathematics Education, 67–80. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73588-3_8.

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Savard, Annie, e Alexandre Cavalcante. "Financial Numeracy as Part of Mathematics Education". In Financial Numeracy in Mathematics Education, 9–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73588-3_2.

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Burke, Rachel. "Language and Culture in the Mathematics Classroom: Scaffolding Learner Engagement". In Numeracy in Authentic Contexts, 91–109. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5736-6_6.

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Prabhu, Vrunda, e James Watson. "Focus on Creativity – Literacy – Numeracy". In The Creative Enterprise of Mathematics Teaching Research, 75–93. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-549-4_7.

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Atti di convegni sul tema "Mathematics and numeracy"

Bansilal, Sarah, Ratu Ilma Indira Putri, Vince Geiger, Bo Zhang e Kathy O’Sullivan. "Mathematical Literacy, Numeracy and Competency in Mathematics Education". In The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287152_0043.

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Sa’dijah, Cholis, Heri Purnomo, Abdul Halim Abdullah, Hendro Permadi, Lathiful Anwar, Ety Tejo Dwi Cahyowati e Mukhtamilatus Sa’diyah. "Students’ numeracy skills in solving numeracy tasks: Analysis of students of junior high schools". In THE 5TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2021: Science and Mathematics Education Research: Current Challenges and Opportunities. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0113664.

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Nusantara, Duano Sapta, Zulkardi e Ratu Ilma Indra Putri. "Designing PISA-like numeracy problem using a COVID-19 context". In THE 2ND NATIONAL CONFERENCE ON MATHEMATICS EDUCATION (NACOME) 2021: Mathematical Proof as a Tool for Learning Mathematics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0142282.

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Adelia, Viona, Ratu Ilma Indra Putri e Zulkardi. "Mathematics teachers in Palembang teaching practice: Numeracy perspective". In THE 3RD INTERNATIONAL CONFERENCE ON SCIENCE, ENGINEERING, AND TECHNOLOGY 2023 (ICSET2023). AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0201098.

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Savard, Annie, e Alexandre Cavalcante. "Beyond Financial Literacy and Financial Mathematics: Conceptualizing Financial Numeracy". In The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287152_0112.

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France, Ilze, Marta Mikite, Girts Burgmanis e Dace Namsone. "The Development of Numeracy Test Using Three-Dimensional Framework to Assess Numeracy Skills in Grade 7". In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.42.

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A growing body of evidence including international level studies (e.g. PISA, TIMSS) demonstrate that numeracy skills (also known internationally by other terms such as mathematical literacy) is crucial for a person’s educational achievements and for informed and participatory citizenship. Early and successful interventions to improve students’ numeracy skills lie in developing and using valid and reliable diagnostic tests for numeracy skill assessment. This study explored how developing a numeracy test based on three-dimensional framework could be used for numeracy diagnostic purposes in grade 7. To achieve this, initially a three-dimensional numeracy framework based on 1) content knowledge of mathematics, 2) information literacy skills, 3) complexity levels of SOLO taxonomy, was prepared. Then the framework was used to construct a 32-item numeracy test assessing the ability to use relationships, functions and numerical information in different contexts including science. Next, the instrument was administered to 7th grade students (N = 205) in four schools who were asked to complete 3 hour-long tests. Such diagnostic data could inform teachers on students’ numeracy skills and prepare instructional materials that target specific weaknesses in class level. Further, such information could inform personalized student learning instruction and produce improved numeracy diagnostic tests for future use.

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Sari, Eka Puspita. "The role of numeracy in financial literacy: A case study from Indonesia". In PROCEEDINGS OF THE 6TH INTERNATIONAL CONFERENCE OF MATHEMATICS AND MATHEMATICS EDUCATION, 2022: Innovative Research of Mathematics and Mathematics Education to Face the 4th Industrial Revolution Challenges. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0204767.

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Alan, Rifqi Kamal, e Istiyono Edi. "Analysis of numeracy ability test item characteristics grade VIII students with mixed model item response theory (IRT) approach". In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2023. http://dx.doi.org/10.31643/2023.22.

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Basic knowledge of mathematics is essential for solving problems contextually. Mathematics has a function for the development of the ability to calculate, measure, find, and use mathematical formulas that can provide students with an understanding of concepts related to life phenomena. One ability that is synonymous with understanding problems contextually is numeracy ability. Numeration has a main focus, namely the ability of students to formulate, apply, and be able to interpret mathematics in various contexts that include mathematical reasoning and using mathematical concepts, methods, facts, and auxiliary media, explaining, and predicting phenomena in everyday life. This study aims to determine the construct of numeracy ability test instruments for class VIII public junior high school students in Pekalongan Regency, determine the quality of numeracy ability test instruments for class VIII public junior high school students in Pekalongan Regency, and determine the numeracy ability profile of class VIII public junior high school students in Pekalongan Regency. This research method approaches quantitatively by developing instruments using CFA and IRT mixed models. This research was conducted at the junior high school level within the scope of the education office of Pekalongan Regency, Central Java Province, by taking 6 schools as samples. Content validity using Aiken V and Cronbach Alpha reliability as well as item characteristics with mixed IRT and descriptive analysis. The results of this study, namely (1) Construction of numeracy ability instruments for grade VIII State Junior High School students, which are related to the content of algebra, numbers, geometry, and measurement, as well as data and uncertainty. In addition, using personal, socio-cultural, and scientific contexts, using cognitive levels of understanding, application, and reasoning, (2) The quality of numeracy ability instruments is declared valid and reliable, and in construct validity all items are fit as seen from the Loading Factor Standardized Solution value of more than 0.3 and p-value < 0.05 and the reliability of the high category and the estimated characteristics of the items show that the question items are included in the category both in terms of difficulty, and (3) The numeracy ability of junior high school students in Pekalongan Regency shows that there are 36 students out of 599 students classified as proficient with a percentage of 6%, 139 students out of 599 students classified as proficient with a percentage of 23%, 390 students out of 599 students classified as basic with a percentage of 65%, and 34 students out of 599 students classified as needing special intervention with a percentage of 6%.

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Hidayah, Irma Rachmah, Tri Atmojo Kusmayadi e Laila Fitriana. "E-Book Based on Local Wisdom to Improve Students’ Numeracy Skill: Is It Effective?" In International Conference of Mathematics and Mathematics Education (I-CMME 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211122.020.

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Sugiarni, Rani, Tatang Herman, Ari Septian, Ramdhan Fazrianto Suwarman e Sarah Inayah. "Analysis of errors and difficulties on numeracy ability students in the new normal era". In PROCEEDINGS OF THE 3RD AHMAD DAHLAN INTERNATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION 2021. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0140355.

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Rapporti di organizzazioni sul tema "Mathematics and numeracy"

Näslund-Hadley, Emma. Numeracy Education in Latin America and the Caribbean: Summary Report. Inter-American Development Bank, luglio 2010. http://dx.doi.org/10.18235/0005981.

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On June 7, 2010, the Inter-American Development Bank (IDB) hosted an expert seminar in Washington DC entitled "An Even Start: Numeracy Education in Latin America and the Caribbean." The seminar aimed to share some of the initiatives implemented under the IDB's Numeracy initiative, which is focused on implementing policies to help children reach their full potential in mathematics and the natural science.

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Valverde, Gilbert, e Emma Näslund-Hadley. The State of Numeracy Education in Latin America and the Caribbean. Inter-American Development Bank, novembre 2010. http://dx.doi.org/10.18235/0008690.

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Through this review we have sought to further understanding of the state of preprimary, primary, and secondary numeracy education in Latin America and the Caribbean (LAC). Research on the opportunities available to students in the region presents a troubling picture. Young people are not being properly prepared for the numeracy requirements of an increasingly interconnected world economy. Culprits include weak curricula, inadequate learning materials, and teachers¿ lack of proficiency in mathematics and the natural sciences.

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Näslund-Hadley, Emma. An Equal Start: Numeracy Education in Latin America and the Caribbean. Inter-American Development Bank, giugno 2010. http://dx.doi.org/10.18235/0005962.

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This art exhibit, held at IDB's headquarters on June 7-11, 2010, embodies the hope and aspiration that all students will gain a level of numeracy essential for successful participation in school, work and everyday life. The artworks on exhibit were selected from over 250 pieces submitted by artists representing nineteen Latin American and Caribbean countries. The exhibition constitutes the visual launch of a new IDB effort focused on implementing policies that help children reach their full potential in mathematics and natural science.

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates e Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), maggio 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.

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Correa de Oliveira, André, Charity Kanyoza, Anne-Fleur Lurvink, Violet Boilo, Esme Kadzamira e Björn Haßler. Teaching and Learning of Mathematics in the Context of the National Numeracy Programme in Malawi: Findings from a Rapid In-depth Qualitative Study. EdTech Hub, gennaio 2023. http://dx.doi.org/10.53832/edtechhub.0156.

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Levy, Doron. Modern Perspectives in Applied Mathematics: Theory and Numerics of PDEs. Fort Belvoir, VA: Defense Technical Information Center, marzo 2015. http://dx.doi.org/10.21236/ada625377.

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