Creating space to quell the ‘I can’t do maths’ factor through piloting an applied numeracy framework within course content and advising

Howarth, Debi ORCID: https://orcid.org/0000-0003-3062-9128 and Salmeron, Raquel and Frederiks, Anita ORCID: https://orcid.org/0000-0001-9618-5748 (2021) Creating space to quell the ‘I can’t do maths’ factor through piloting an applied numeracy framework within course content and advising. In: 15th Biennial Association for Academic Language and Learning Conference 2021 (AAL), 17-19 November 2021.


Abstract

The University of Southern Queensland (USQ), Learning Advisors (Maths) together with their Manager, designed an academic numeracy framework addressing conventional mathematical content but also accommodates ‘social, contextual, and critical aspects of the use of mathematics’ (Geiger, Goos, & Dole, 2015; p.1131) such as communication, mathematising, and using mathematical tools. Most USQ students study online, and some numeracy heavy courses are within non-traditional pathway options catering to a diverse student demographic.

The numeracy framework is the foundation for a pilot where numeracies are mapped across courses including those in which students traditionally experience difficulty. The mapping of numeracies to courses may reveal gaps in numeracy content and provide direction for learning advisor practice and student success.

Academically numerate students possess confidence and competence in applying mathematical concepts and knowledge (Galligan, 2013a; 2013b). Jain and Rogers (2019) found many adult learners demonstrated degrees of mathematical experience, confidence, ability, needs, and motivation when working with mathematical tasks (Jain & Rogers, 2019). Galligan and Taylor (2005) observed a lack of academic numeracy skills in commencing students undertaking non -mathematical coursework. Moreover, students could not uniformly demonstrate course numeracy demands.

These observations signify that higher education students require preparation for entry into ‘data drenched, technology integrated worlds and workplaces,’ (Geiger, Goos, & Dole, 2015; p.1132). Mapping and deployment of identified numeracies to courses and advising activity, may support students in preparing for these worlds.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: No
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty/School / Institute/Centre: Current - Academic Division - Library
Faculty/School / Institute/Centre: Current - Academic Division - Library
Date Deposited: 04 Jul 2022 06:47
Last Modified: 31 Aug 2022 02:33
Uncontrolled Keywords: online learning, higher education, embedding, digital, third party providers, academic development, maths
Fields of Research (2020): 39 EDUCATION > 3999 Other Education > 399999 Other education not elsewhere classified
URI: http://eprints.usq.edu.au/id/eprint/49392

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