Becoming competent, confident and critically aware: tracing academic numeracy development in nursing

Galligan, Linda (2013) Becoming competent, confident and critically aware: tracing academic numeracy development in nursing. Adults Learning Mathematics: An International Journal, 8 (1). pp. 20-30. ISSN 1744-1803

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Abstract

This paper describes the mathematical journey of a mature aged nursing student as she struggles to become more academically numerate. Within the paper, academic numeracy is defined around three features: competence, confidence and critical awareness of both the context of mathematics and students' own relationship with mathematics. It then uses this definition to describe a course for 1st year nursing students to develop their mathematics skills needed for their degree. A conceptual framework, based on Valsiner's Human Development Theory, is used to trace students' developing understanding of academic numeracy. Finally the paper describes one student, Sally, as she struggles to become more numerate.

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Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Faculty/School / Institute/Centre:	Historic - Faculty of Sciences - Department of Maths and Computing
Date Deposited:	12 Jul 2013 01:43
Last Modified:	02 Dec 2015 05:19
Uncontrolled Keywords:	nursing; academic numeracy; Valsiner; human development; higher education research
Fields of Research :	17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy 13 Education > 1302 Curriculum and Pedagogy > 130209 Medicine, Nursing and Health Curriculum and Pedagogy
Socio-Economic Objective:	C Society > 93 Education and Training > 9302 Teaching and Instruction > 930299 Teaching and Instruction not elsewhere classified
URI:	http://eprints.usq.edu.au/id/eprint/23403

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