Keywords
numeracy, Alberta Mathematics Program of Studies (POS), The 21st Century Numeracy Model
Abstract
In recent years, numeracy has been recognized as a key educational priority across the curriculum in many international jurisdictions, including almost all Canadian provinces. In Alberta province, Canada, for example, the Teaching Quality Standard (TQS) #3 explicitly states that all teachers are responsible for fostering literacy and numeracy skills, regardless of the specific subject areas they teach. This expanded focus reflects a broader understanding of numeracy not merely as a subset of mathematical skills, but as a fundamental competency that supports informed participation in civic, economic, and personal life. This paper applies the 21st Century Numeracy Model (Goos et al., 2019) to analyze Alberta’s Mathematics 30-1 curriculum. The Math 30-1 is a Grade 12 mathematics course which prepares students for post-secondary programs that require calculus. Our analysis focused on identifying the numeracy demands in the mathematics 30-1 curriculum document, offering educators insights into how they could see the curriculum through a numeracy lens. We focused our analysis on key sections of the curriculum document, including the rationale, specific objectives, and mathematics processes. Our analysis of the document revealed several strengths, including a focus on real-world contexts, the use of multiple representations, and the promotion of problem-solving strategies. However, we also identified important gaps, particularly with regard to the critical dimension of numeracy. For instance, while the curriculum encourages students to engage with authentic contexts, it falls short in fostering critical thinking about the societal implications of mathematical applications. This absence reflects a broader trend in curriculum design, wherein mathematical knowledge is often presented as neutral and value-free, rather than as a tool for social analysis and transformation.
DOI
https://doi.org/10.5038/1936-4660.19.2.1509
Recommended Citation
Majeed, Asia, and Kwesi Yaro. "Analysing Numeracy Demands in Alberta Curriculum: A Focus on High School Mathematics." Numeracy 19, Iss. 2 (2026): Article 4. DOI: https://doi.org/10.5038/1936-4660.19.2.1509
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
