title: Numeracy is more than number: The teaching of mathematics for numeracy

authors: Mills, Judith Patricia

abstract: In recent years, the term numeracy has been commonly used in reference to school mathematics education, alongside its counterpart literacy. While many teachers appear comfortable differentiating between the curriculum area, English and the term literacy, they are not so clear about the terms mathematics and numeracy. However, the development and conceptualisation of the term numeracy has been an important influence on the teaching of mathematics, after first being attributed to the United Kingdom’s Crowther report in 1959, where numeracy was described as the mirror image of literacy (Tout & Motteram, 2006). Just as the skills associated with reading and writing are taught and discussed in order to enable students to become literate, so too are the key ideas of mathematics taught with understanding, in order to enable students to become numerate.

text: Numeracy is more than number: The teaching of mathematics for numeracy In recent years, the term numeracy has been commonly used in reference to school mathematics education, alongside its counterpart literacy. While many teachers appear comfortable differentiating between the curriculum area, English and the term literacy, they are not so clear about the terms mathematics and numeracy. However, the development and conceptualisation of the term numeracy has been an important influence on the teaching of mathematics, after first being attributed to the United Kingdom’s Crowther report in 1959, where numeracy was described as the mirror image of literacy (Tout & Motteram, 2006). Just as the skills associated with reading and writing are taught and discussed in order to enable students to become literate, so too are the key ideas of mathematics taught with understanding, in order to enable students to become numerate.

year: 2018

title: From Technology National Curriculum statement through to sustaining classroom practice and enhancing student learning: the New Zealand experience

authors: Jones, Alister

abstract: This paper will introduce four key aspects of the implementation of a national technology curriculum. Firstly, we will discuss how the structure of the New Zealand Technology Curriculum (Technology in the New Zealand Curriculum, Ministry of Education, 1995) attempted to reflect the nature of technology and technological practice. The structure of the curriculum in terms of the broad outcomes and technological areas will be highlighted. The curriculum statement provides a framework within which students can develop an understanding of past technologies as well as those being currently developed in their local community, nationally or internationally. Secondly, a discussion of the need for research of appropriate models of teacher development is presented. Thirdly, an example of a classroom resource that fosters school-enterprise links is discussed. Finally, this paper will examine how developing teachers’ formative assessment practices in technology can both sustain classroom practice in technology as well as enhance student learning. Highlighted is the development of both the teachers and students conceptual and procedural technological knowledge base, both, so that classroom practice in technology was more effective and sustainable. The role of research and development in implementation and the way this has informed classroom practice in the New Zealand context, will be highlighted throughout the paper.

text: From Technology National Curriculum statement through to sustaining classroom practice and enhancing student learning: the New Zealand experience This paper will introduce four key aspects of the implementation of a national technology curriculum. Firstly, we will discuss how the structure of the New Zealand Technology Curriculum (Technology in the New Zealand Curriculum, Ministry of Education, 1995) attempted to reflect the nature of technology and technological practice. The structure of the curriculum in terms of the broad outcomes and technological areas will be highlighted. The curriculum statement provides a framework within which students can develop an understanding of past technologies as well as those being currently developed in their local community, nationally or internationally. Secondly, a discussion of the need for research of appropriate models of teacher development is presented. Thirdly, an example of a classroom resource that fosters school-enterprise links is discussed. Finally, this paper will examine how developing teachers’ formative assessment practices in technology can both sustain classroom practice in technology as well as enhance student learning. Highlighted is the development of both the teachers and students conceptual and procedural technological knowledge base, both, so that classroom practice in technology was more effective and sustainable. The role of research and development in implementation and the way this has informed classroom practice in the New Zealand context, will be highlighted throughout the paper.

year: 2000

title: Te Kahautu Maxwell  | Te Matatini Mātaatua representative [Interviewed by Dale Husband]

authors: Maxwell, Te Kahautu

abstract: This weekend in the Bay of Plenty, twenty-two kapa haka teams, including the reigning Te Matatini winners, showcased some of the nation’s best kapa haka performers during the Mātaatua senior regional tournaments.

text: Te Kahautu Maxwell  | Te Matatini Mātaatua representative [Interviewed by Dale Husband] This weekend in the Bay of Plenty, twenty-two kapa haka teams, including the reigning Te Matatini winners, showcased some of the nation’s best kapa haka performers during the Mātaatua senior regional tournaments.

year: 2024