Abstract
The literacy demands of mathematics are very different to those in other subjects (Gough, 2007; O'Halloran, 2005; Quinnell, 2011; Rubenstein, 2007) and much has been written on the challenges that literacy in mathematics poses to learners (Abedi and Lord, 2001; Lowrie and Diezmann, 2007, 2009; Rubenstein, 2007). In particular, a diverse selection of visuals typifies the field of mathematics (Carter, Hipwell and Quinnell, 2012), placing unique literacy demands on learners. Such visuals include varied tables, graphs, diagrams and other representations, all of which are used to communicate information.
| Original language | English |
|---|---|
| Pages (from-to) | 18-25 |
| Number of pages | 8 |
| Journal | Australian Mathematics Teacher |
| Volume | 70 |
| Issue number | 1 |
| Publication status | Published - 2014 |