There is a growing demand and prioritisation of numeracy, as a life skill, and it is viewed as a requirement for informed engagement in society and economic sustainability. Internationally, governments and stakeholders in education are prioritising numeracy in an effort to ensure that people have the necessary skills to participate in, and contribute to, the continuously evolving society that we live in. Despite this heightened emphasis on numeracy education, there is limited evidence identifying the ways in which education can best support the development of a numerate society in the 21st century.
Therefore, this Research Topic serves to address this gap in the knowledge base, providing a thought-provoking and informative collection of research papers that will deepen our understanding of best practices in numeracy education for the 21st century.
In particular, this Research Topic seeks to identify the best practices in numeracy education, highlighting the opportunities and challenges experienced by educators in supporting numeracy education for the 21st century. These opportunities and challenges will be explored through a variety of empirical studies and methodological and theoretical papers related to the teaching, learning and assessment of numeracy from across the continuum of education: early childhood education, primary education, post-primary education and further/ adult education. The editors, then, welcome contributions that provide insights in relation to the opportunities and challenges that arise when supporting various cohorts of educators responsible for supporting numeracy development and research studies that advance our understanding of how one can be best supported to enhance their numeracy skills.
Papers submitted for inclusion in this Research Topic may relate, but are not limited to, the following topics:
Numeracy across the curriculum in educational settings;
Adult numeracy;
Numeracy in Teacher Education;
Professional Development for Teachers and Teacher Educators in relation to numeracy.
There is a growing demand and prioritisation of numeracy, as a life skill, and it is viewed as a requirement for informed engagement in society and economic sustainability. Internationally, governments and stakeholders in education are prioritising numeracy in an effort to ensure that people have the necessary skills to participate in, and contribute to, the continuously evolving society that we live in. Despite this heightened emphasis on numeracy education, there is limited evidence identifying the ways in which education can best support the development of a numerate society in the 21st century.
Therefore, this Research Topic serves to address this gap in the knowledge base, providing a thought-provoking and informative collection of research papers that will deepen our understanding of best practices in numeracy education for the 21st century.
In particular, this Research Topic seeks to identify the best practices in numeracy education, highlighting the opportunities and challenges experienced by educators in supporting numeracy education for the 21st century. These opportunities and challenges will be explored through a variety of empirical studies and methodological and theoretical papers related to the teaching, learning and assessment of numeracy from across the continuum of education: early childhood education, primary education, post-primary education and further/ adult education. The editors, then, welcome contributions that provide insights in relation to the opportunities and challenges that arise when supporting various cohorts of educators responsible for supporting numeracy development and research studies that advance our understanding of how one can be best supported to enhance their numeracy skills.
Papers submitted for inclusion in this Research Topic may relate, but are not limited to, the following topics:
Numeracy across the curriculum in educational settings;
Adult numeracy;
Numeracy in Teacher Education;
Professional Development for Teachers and Teacher Educators in relation to numeracy.
