Intervention Research in Australia

Ashman, A. F.; Kraayenoord, C. E. van; Elkins, John

doi:10.1007/978-1-4612-2786-1_9

Cited by 3 publications

(1 citation statement)

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“…There are many different reasons for difficulties in numeracy. Ashman, van Kraayenoord, and Elkins (1991) have argued that one of the reasons for students' learning difficulties is the contexts in which they learn. Carnine (1997), for example, has suggested that learning difficulties in numeracy may be a product of a lack of congruency between the instructional materials and practices and the students' learning characteristics.…”

Section: Two Examples Of Math Learning Difficultiesmentioning

confidence: 99%

Learning Difficulties in Numeracy in Australia

Kraayenoord

Elkins²

2004

J Learn Disabil

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In this article, we provide an understanding of the term numeracy as it is used in Australia and a description of numeracy education in this country. In particular, we discuss the role of outcomes-based curriculum frameworks and outline the dominant teaching approaches. The focus is on students with learning difficulties and how they are identified and supported in schools. We create two vignettes based on real students with difficulties in numeracy, which highlight two of the most common problems. We report on the prevalence of learning difficulties in numeracy in Australia and describe some of the initiatives related to the assessment and enhancement of learning in numeracy that are being undertaken in various states in Australia. Finally, we identify some of the future challenges facing the Australian education system in this area. These challenges relate to teacher knowledge, mandated assessment, and the role of parents. We conclude the article by calling for the evaluation of current assessment and intervention initiatives as well as the development of a national program to support the goal of numeracy for all students.

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Section: Two Examples Of Math Learning Difficultiesmentioning

confidence: 99%