Introduction
This chapter focuses on the concept of numeracy, how it is dealt with in the Australian Curriculum, and what role technology might play in developing numeracy. Numeracy, along with literacy, ICT capability, critical and creative thinking, personal and social capability, ethical understanding, and intercultural understanding, is listed as a general capability (GC) in the Australian Curriculum. This means that numeracy (and the other six GCs) should be developed in all learning areas as an integrated concept. The GCs are obviously interrelated, complement the content learning areas, and ‘… assist students to live and work successfully in the 21st century’ (ACARA, 2014).
Current thinking dictates that education should be about learning how to learn and applying that learning to solving problems, not just about regurgitating facts on an exam paper. This may seem confusing, especially when there is a vehement call from some sections of society for a return to the basics, more direct instruction, and a greater emphasis on numeracy and literacy. As a teacher, you can help to reconcile this tension by looking closely at the structure of the Australian Curriculum and understanding what it is trying to achieve, especially in relation to general capabilities.
So what is numeracy? Why is it listed as a general capability? And what role, if any, do digital technologies play in developing numeracy?
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