In this short paper, we describe issues resulting from a lack of clarity in understanding the nomenclature of numeracy in mathematics education at the school level and consider some of the underlying foundational structures of mathematical thinking. The purpose of the paper is to open a conversation about shifting the focus from the narrower conceptual boundaries concerning numeracy by considering theoretical perspectives that describe mathematical thinking as a form of intelligence on the one hand, and as a skill within the paradigm of 21st century skills, on the other. We identify a number of questions to be considered in teaching mathematics and specifically in contexts where digital technology is utilised.
|Title of host publication||Workshop Proceedings of the 23rd International Conference on Computers in Education ICCE 2015|
|Editors||Hiroaki Ogata, Tomoko Kojiri, Thepchai Supnithi, Yonggu Wang, Ying-Tien Wu, Weiqin Chen, Siu Cheung Kong, Feiyue Qiu|
|Place of Publication||Japan|
|Publisher||Asia Pacific Society for Computers in Education (APSCE)|
|Number of pages||6|
|Publication status||Published - 2015|
|Event||International Conference on Computers in Education (ICCE 2015) - Hangzhou China, Hangzhou, China|
Duration: 30 Nov 2015 → 4 Dec 2015
Conference number: 2015 (23rd)
|Conference||International Conference on Computers in Education (ICCE 2015)|
|Period||30/11/15 → 4/12/15|
Khan, K., & Mason, J. C. (2015). Non Numerical Aspects of School Mathematics. In H. Ogata, T. Kojiri, T. Supnithi, Y. Wang, Y-T. Wu, W. Chen, S. C. Kong, & F. Qiu (Eds.), Workshop Proceedings of the 23rd International Conference on Computers in Education ICCE 2015 (1 ed., Vol. 1, pp. 477-482). Asia Pacific Society for Computers in Education (APSCE).