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The evolution and uptake of numeracy and mathematical literacy as drivers for curriculum reform
Date
2023
Abstract
In many countries the notion of mathematical literacy as a twenty-first century competency has emerged either from international studies, such as the OECD’s Programme for International Student Assessment (OECD, 2016), or from national curriculum policy development. In some English-speaking countries, however, it is more common to speak of numeracy rather than mathematical literacy. This chapter traces the emergence and interpretations of numeracy and mathematical literacy as separate but related concepts and examines their role in curriculum reform in four countries: Australia, Ireland, South Africa and Japan. The main question addressed by the chapter is: How have notions of mathematical literacy and numeracy been expressed in curriculum reforms? The analysis aims to shed light on the interpretation and expression of numeracy and its relationship to mathematics.
Supervisor
Description
Publisher
Springer
Citation
Mathematics Curriculum Reforms Around the World, Shimizu, Y., Vithal, R. (eds), 2023, pp.345-357
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Goos_2023_Evolution.pdf
Adobe PDF, 436.78 KB