Keywords
numeracy across the curriculum, mathematical literacy, initial teacher education, teacher educators
Abstract
Governments and policymakers around the world are encouraging teachers to teach numeracy across the curriculum. This paper proposes a theoretical framework for the knowledge required to teach numeracy across multiple disciplines. The concept of teacher knowledge is complex and consists of many different facets of knowledge. This paper proposes a framework that integrates theories from existing models of general and subject specific teacher knowledge, along with a model of numeracy. The authors developed the "N" framework, an integrated framework of numeracy knowledge, subject specific knowledge, and pedagogical content knowledge. Each element is essential for teaching numeracy across the curriculum in the 21st century. The “N” framework is designed to support teacher educators in designing and delivering courses in Initial Teacher Education and professional development programmes that prepare teachers to embed numeracy meaningfully in their subject disciplines. It also provides a valuable tool for guiding curriculum planning, numeracy learning opportunities, and reflective practice within teacher education contexts.
DOI
https://doi.org/10.5038/1936-4660.18.2.1481
Recommended Citation
O'Sullivan, Kathy, Niamh O'Meara, Merrilyn Goos, and Paul Conway. "The "N" Framework: A Teacher Knowledge Framework for Numeracy across the Curriculum." Numeracy 18, Iss. 2 (2025): Article 2. DOI: https://doi.org/10.5038/1936-4660.18.2.1481
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
