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Foundation numeracy in context
  • Dave Tout
  • G Motteram
Foundation Numeracy in Context describes an approach to teaching mathematics based on applied and contextual learning principles. This means that the teaching and learning of mathematics proceeds from a contextual, task-based and investigative point of view—where the mathematics involved is developed from a modelled situation or practical task. Practical investigations and projects are principle vehicles for student learning in such an approach. This text is written for teachers working with students who have become disengaged from learning mathematics during the middle to latter years of secondary schooling, and will likely have had limited success with mathematics. The approach used will be helpful for teachers of students who need a practical rather than formal mathematical background for their everyday life skills and further education, training or career aspirations. The text illustrates how this approach works through some sample contexts such as cars and driving, sport, cooking and catering, and draws together mathematics from the areas of number, measurement, space, data and statistics, and algebra.
  • Algebra,
  • Mathematic teaching,
  • Numeracy,
  • Program design,
  • Secondary education
Publication Date
Australian Council for Educational Research (ACER)
MathsWorks for Teachers
Citation Information
Dave Tout and G Motteram. Foundation numeracy in context. Melbourne(2006)
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