How mathematically proficient are you? And do you have the skills to back up your level of math confidence? The answers to those questions may have ramifications for your financial and physical health.
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Articles on Numeracy
Displaying 1 - 20 of 49 articles
The questions in the NAPLAN numeracy tests are often years behind the level of mathematics students following the curriculum are studying that year.
We asked 252 Australian Greens party supporters and 252 One Nation party supporters to do some simple maths. Their answers changed when we told them it was climate change data.
Research shows small financial incentives for doing maths homework can increase maths achievement. But this raises some tricky ethical questions.
Finger counting and struggling to tell the time or use a calendar are all typical signs of dyscalculia – sometimes called 'maths dyslexia'.
Changes to the literacy and numeracy standards for new teachers in Victoria have raised questions about what makes a 'good' teacher.
The NSW government will review the K-12 curriculum over the next 18 months. Simplistic approaches may suggest reducing the number of subjects, but this would be a backward step.
To assess problem-solving, creative and critical thinking skills on NAPLAN would fit with broader movements in education internationally, but there are some questions to address first.
Getting rid of NAPLAN would allow teachers more time to respond to and address the needs of their students, rather than teaching to the test.
While we may need to rethink how we use NAPLAN, it is an important and useful tool for researchers and policy makers.
The role of general capabilities in a subject-based curriculum has been a recurring theme in Australian curriculum history.
The recently released Gonski 2.0 report focuses on overhauling core aspects of curriculum and reporting, and proposes a move away from the industrial model of education towards individualisation.
Australia's decline in PISA rankings and criticisms of NAPLAN tell us we should also be looking at how we assess teacher quality.
Kenyans believe that fixing education is not someone else's task or someone else's failure.
Using equivalent year levels provides us with a clearer picture of the gap for Indigenous students, who can be up to an equivalent of 7.7 years behind their non-Indigenous counterparts in writing.
The results are in, and student achievement on NAPLAN has plateaued in literacy and numeracy, with some areas of improvement.
NAPLAN is great at tracking changes over time and between demographics, but not so great at measuring what factors effect change, engagement or creativity.
In the US, differences in school results among poorer children depend more on environment than genes. In Australia, the story is different.
This year's preliminary NAPLAN results show Australian students are flatlining after ten years of the controversial tests.
The latest round of NAPLAN results show Australia's school systems are not good at reducing the influence of a student's background on their academic achievement.
Top contributors
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Senior Lecturer in Education Policy and Sociology of Education, University of Western Australia
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Senior Lecturer, University of Southern Queensland
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School Education Program Director, Grattan Institute
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Associate Professor in Language, Literacy and TESL, University of Canberra
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Emeritus professor, University of Western Australia
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Deputy Vice Chancellor (Students)/ Dean of Education, Southern Cross University
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Professor, School of Computing, Engineering, & Maths, Western Sydney University
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Laureate Professor of Mathematics, University of Newcastle
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Senior Lecturer, Australian National Centre for the Public Awareness of Science, Australian National University
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Professor of Linguistics, Yale University
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PhD; Lawrence Berkeley Laboratory (retired) and Research Fellow, University of California, Davis
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Emeritus Professor of Neuroscience, University of New England
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Professor of Cognitive Neuroscience, University of Trento
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Professor in Physics, The University of Queensland
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Director of Research and Development, Pivot Professional Learning; and Honorary Fellow, University of Melbourne
