Galligan, Linda (2013) Academic numeracy as a framework for course development. In: 19th International Conference of Adults Learning Mathematics - A Research Forum (ALM 2013): Synergy: Working Together to Achieve more than the Sum of the Parts , 26-29 Jun 2013, Auckland, New Zealand.
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Abstract
This paper defines academic numeracy 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 frame a course and assessment for 1st year nursing students to develop their mathematics skills needed for their degree.
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Statistics for this ePrint Item |
| Item Type: | Conference or Workshop Item (Commonwealth Reporting Category E) (Paper) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Faculty/School / Institute/Centre: | Historic - Faculty of Sciences - Department of Maths and Computing |
| Date Deposited: | 17 Dec 2013 06:09 |
| Last Modified: | 02 Dec 2015 05:17 |
| Uncontrolled Keywords: | academic numeracy; nursing; higher education research |
| Fields of Research : | 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators 01 Mathematical Sciences > 0199 Other Mathematical Sciences > 019999 Mathematical Sciences not elsewhere classified 13 Education > 1302 Curriculum and Pedagogy > 130209 Medicine, Nursing and Health Curriculum and Pedagogy |
| Socio-Economic Objective: | C Society > 93 Education and Training > 9303 Curriculum > 930302 Syllabus and Curriculum Development |
| URI: | http://eprints.usq.edu.au/id/eprint/24407 |
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