Enhancing teacher practices in numeracy in Australian secondary schools
Creators: name: Ferme, E
Publisher: name: University of Tasmania
Year: 2024

description: This thesis considers current understanding and implementation of numeracy in Australian secondary schools. Knowledge of how numeracy is embedded in classrooms by teachers across the range of secondary learning areas is limited, as are opportunities for professional learning in teaching numeracy. The researcher sought to identify the existing practices of her peers that supported numeracy development in students along with avenues to further enhance teacher practices in numeracy specific to the secondary setting.<br>Numeracy as a personal and professional attribute vital to an informed and capable citizenry was first acknowledged many decades ago. In Australia, where this study was conducted, numeracy as a key aspect of student attainment was identified as the responsibility of schooling authorities, alongside strengthening the quality of the teaching profession. Student growth targets in standardised numeracy tests quickly became a mandate for schools. The focus on mathematics skills and content knowledge in the tests resulted in the development of numeracy residing largely in the mathematics classroom and being disconnected from other learning areas. This study considered other factors that may influence teacher numeracy pedagogies, such as mathematical experiences and belief, with a focus on teachers whose specialisation lay outside of mathematics.<br>The study was conducted in three phases using a mixed methodology. Two distinct qualitative multiple-case studies using semi-structured interviews and classroom observations were conducted with participants from each of the key secondary school learning areas. Further analysis was undertaken using quantitative data from a further group of participants, which focused on their expertise, knowledge, and confidence in relation to numeracy teaching using a combination of existing and original instruments. Results from the whole study were analysed to consider how numeracy-focused content is interpreted and delivered by teachers, the profile of numeracy in secondary school settings from systemic and local viewpoints, and teachers' perception of the role of numeracy in student learning.<br>Drawing on Ajzen’s (e.g., later in 1991) theory of planned behaviour, two major domains of influence were identified: teachers' abilities to embed student numeracy learning opportunities, and their intention to enact numeracy practices. Teachers' expertise, experience and support structures are identified as dimensions influencing each of these domains and hence for how numeracy is incorporated into daily practice. The domains and dimensions are presented in a Model for Numeracy Teaching which is a major outcome of the study.<br>The findings and resultant model presented in this thesis suggest that secondary school teachers across all learning areas are fundamentally able to experience professional growth in their numeracy practices with targeted support for relevant dimensions identified using the Model. The Model may also be valuable to school leaders when considering whole of- school initiatives, leading to stronger student growth in learning area outcomes as well as an increase in numerate understanding and behaviours across teachers and students