Numeracy across the curriculum

Numeracy learning occurs best through authentic contexts, including through leveraging opportunities that arise naturally as part of non-maths learning. Research shows that real, in-context numeracy opportunities are the best way for students to develop their numeracy skills and dispositions, and to increase student engagement with learning area content.

‘Numeracy can also be addressed across the curriculum by attending to numeracy demands and opportunities as they emerge when teaching subjects other than mathematics. This does not mean that teachers in other subjects should be required to be expert teachers of mathematics. It does mean that teachers need to be familiar with the inherent numeracy demands of their subject, can recognise a numeracy opportunity when it arises, and have the disposition and pedagogical skill to take advantage of such opportunities.’

(Goos, M., Geiger, V., Bennison, A. & Roberts, J. 2015)

In-context numeracy opportunities become easier to identify and assess when they are planned for. However, non-planned opportunities will naturally arise too. It’s important to be alert to authentic numeracy opportunities rather than trying to force it where it doesn't fit naturally.

History example

In Humanities and Social Sciences, students develop the numeracy capability as they apply numeracy skills in relation to historical inquiries through learning to use scaled timelines (including those involving negative and positive numbers) as well as calendars and dates, to recall information on topics of historical significance and to illustrate the passing of time.

Arts example

In the Visual Arts, students recognise and use spatial reasoning to solve problems involving space, patterns, symmetry, 2D shapes and 3D objects, and scale and proportion to show positions. In Music, students recognise and use measurement to explore time. They work with a range of numerical concepts to organise, analyse and create representations of data such as diagrams, charts and tables, relevant to their own or others’ compositions.

Science example

Through scientific inquiry practices, students develop numeracy through a focus on measurement and data collection. They identify patterns in data and use mathematical relationships to represent those patterns. They represent observed and secondary data using tables, displays and visualisations, and interpret data to construct evidence-based conclusions and arguments. In later years, they engage in statistical analysis of data and consider issues of validity and reliability of data.

Scroll down to the Key Connections section on this page of the Australian Curriculum website, for learning-area specific opportunities for applying and developing numeracy.

Numeracy across the curriculum kits

Support teachers in non-maths teaching roles to authentically integrate numeracy learning into their programs, with the Maths Hub Numeracy across the curriculum kit. Select the relevant kit for your school setting:

 

Numeracy across the curriculum kit 7-10

Numeracy across the learning areas kit (Foundation to Year 6)

This kit supports primary teachers in exploring meaningful numeracy connections across learning areas beyond mathematics. Aligned with the Australian Curriculum and learning progressions, it encourages collaborative, whole-school planning to identify and embed authentic numeracy opportunities.

The resource includes a slide deck with a facilitator guide and hands-on activities for use in a professional learning session to help teachers map numeracy links across learning areas.

 

 

Numeracy Kit year 7 to year 10

Numeracy across the learning areas kit (Years 7 to 10)

This kit supports secondary teachers in exploring meaningful numeracy connections across learning areas beyond mathematics. Aligned with the Australian Curriculum and learning progressions, it encourages collaborative, whole-school planning to identify and embed authentic numeracy opportunities.

The resource includes a slide deck with a facilitator guide and hands-on activities for use in a professional learning session to help teachers map numeracy links across learning areas.