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Learning difficulties in numeracy in Australia.

Christina E van Kraayenoord1, John Elkins

  • 1Schonell Special Education Research Centre, The University of Queensland, Brisbane, Australia. c.vankraayenoord@mailbox.uq.edu.au

Journal of Learning Disabilities
|October 21, 2004
PubMed
Summary

This article examines numeracy education in Australia, focusing on students with learning difficulties. It highlights challenges and calls for national initiatives to ensure numeracy for all Australian students.

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Area of Science:

  • Education
  • Mathematics Education

Background:

  • Numeracy education in Australia is influenced by outcomes-based curriculum frameworks.
  • Dominant teaching approaches are discussed, with a specific focus on students experiencing learning difficulties.

Purpose of the Study:

  • To provide an understanding of numeracy and its education in Australia.
  • To describe the identification and support of students with learning difficulties in numeracy.
  • To report on prevalence, initiatives, and future challenges in Australian numeracy education.

Main Methods:

  • Descriptive analysis of numeracy education in Australia.
  • Case vignettes illustrating common numeracy learning difficulties.
  • Reporting on prevalence data and current initiatives.

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Main Results:

  • Learning difficulties in numeracy are prevalent in Australia.
  • Various state-level initiatives exist for assessment and enhancement.
  • Key challenges include teacher knowledge, mandated assessment, and parental involvement.

Conclusions:

  • Current assessment and intervention initiatives require evaluation.
  • A national program is needed to support universal numeracy.
  • Addressing teacher knowledge and parental roles is crucial for future success.