A systematic approach to embedding academic numeracy at university

Abstract

This paper argues that academic numeracy is an important, but undervalued and under-researched, area in tertiary education. Academic numeracy is first defined in terms of students' competence, confidence and critical awareness of their own mathematical knowledge and the mathematics needed in context. The development of academic numeracy is then discussed in terms of obuchenie (teaching/learning) and the metaknowledge around the mathematics in context needed by key staff. The paper presents a systematic approach to develop academic numeracy at the university, program, course and individual student and teacher level. Finally, it provides examples of how to embed academic numeracy. This paper provides a framework for future studies in this under-researched area.

Keywords:

• academic numeracy
• academic support
• mathematics
• service teaching
• situated learning
• teaching and learning

Notes

These statements were developed in conjunction with Dr Sarah Hammer at USQ to become part of an information flyer for academic staff: Thinking about different learning levels for your course, available at www.usq.edu.au/ltsu/develop