2010 Mathematics In Context S
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Numeracy in Authentic Contexts
This book is based on the notion that there are many ways in which mathematics learning can be achieved for students and that not all of them are focused on the mathematics classroom. It explores the foundational numeracy principles of the non-mathematical subject areas and aligns these to the Australian numeracy-learning continuum. It demonstrates, in detail, the extent to which numeracy competencies underpin successful learning in all the subject areas of the curricula. It validates a focus of developing numeracy competencies through learning in the arts, science and other discipline areas with which school students to engage with in order develop holistically, but which are not subjected to national assessment practices. It is developed around the notion of ‘praxis’, putting theory into practice in order to respond to the urgent need for students to be supported in their efforts to increase their numeracy capabilities in a world where extensive amounts of new information are often presented in graphical or data based formats. Additionally, it offers perspectives on developing all students’ capacities to become numerate in school contexts and presents inclusive, differentiated lesson examples as an alternative way of exploring numeracy in the context of teaching and learning in real-world classroom contexts.
The Mathematics Enthusiast
The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. It is published on a print?on?demand basis by Information Age Publishing and the electronic version is hosted by the Department of Mathematical Sciences? University of Montana. The journal is not affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education? North America] through special issues on various research topics.
Out-of-Field Teaching Across Teaching Disciplines and Contexts
This edited book is a compilation of research by the members of the Out-of-Field Teaching Across Specialisations (OOF-TAS) Collective, and is the second book by the Collective. It extends from the work begun in the 2019 book, Examining the Phenomenon of “Teaching Out-of-Field” by showcasing the broad range of research agendas and findings relating to this phenomenon internationally. This book provides research and commentary relating to the out-of-field teaching phenomenon in primary, secondary and tertiary education, and across different subjects. It provides snapshots of the effects, causes, measurement, and other characteristics of out-of-field teaching in and across contexts, including states and countries, school types and school levels, subjects and specializations. The different chapters provide commentary at different units of analysis, and focus on: the effects of out-of-field teaching for teachers and their students; the school contexts/cultures that do or do not support them; the leadership practices that assign the teachers to out-of-field subjects; and the systems that create/perpetuate the need for out-of-field teaching assignments. Chapter 15 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.