In the past, maths teaching has focussed on procedures and right answers. Today, teachers want students to form connections between concepts and solve problems.
Gail Pacheco, Auckland University of Technology; Lisa Meehan, Auckland University of Technology, and Thomas Schober, Auckland University of Technology
The effect of NZ’s abysmal literacy and numeracy rates can be seen in employment, health and justice outcomes. Education policy must address improving in these basic skills.
A new report from the Grattan Institute calls for tutoring at school, in school hours to be rolled out across Australia.
The folded paper decorated with messages, numbers and fortunes printed under the flaps can spark conversation at gatherings or be given as a birthday card.
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A new report comes at a critical time. Every year, between 5% and 9% of Australian students do not meet year-level expectations in literacy or numeracy.
A study of thousands of students hospitalised with an injury or illness confirms they are likely to fall behind their classmates. But good management and targeted help with learning cut the risk.
The human brain isn’t built to understand large numbers.
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The brain can count small numbers or compare large ones. But it struggles to understand the value of a single large number. This fact may be influencing how people react to numbers about the pandemic.
Being better at math increases income but also ties satisfaction more closely to money.
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Compared to people who aren’t as good at math, people who are better at math are more happy when they have high incomes and less happy when they have lower incomes.
Even college-educated adults can still struggle with numbers.
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Why haven’t people gotten upset about how our social distancing signs are fostering innumeracy?
‘Purposeful play’ could look like children gaining opportunities to develop fine motor skills and cognitive abilities through talking about their inquiry and pursuits.
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