PISA conceptual framework as an approach for teaching and learning mathematics

Plenary Speaker 

Working with Teachers to Develop Students’ Mathematical Literacy

In many countries the notion of mathematical literacy as a 21st century competency has emerged from either international studies, such as the OECD’s Programme for International Student Assessment, or national curriculum policy development. In some English-speaking countries, it is more common to speak of numeracy rather than mathematical literacy, and attempts have been made to embed numeracy within the school curriculum in ways that resonate with the PISA definition of mathematical literacy. However, much work still needs to be done on conceptualising numeracy/mathematical literacy to provide practical support for teachers in curriculum planning, task design, and instructional strategies. This presentation draws on research and professional development projects conducted in Australia and Ireland to explore two questions: (1) How well prepared are pre-service teachers for their role in developing students’ mathematical literacy? (2) How can teacher educators work with both pre-service and practising teachers to support them in developing their students’ mathematical literacy? Our work with teachers is informed by a multi-dimensional model of numeracy for the 21st century that we have developed, tested and elaborated over a period of 15 years. The model consists of four different domains and gives attention to how one can apply mathematical knowledge in real life contexts by using different representational, physical or digital tools while holding positive dispositions. These four domains are grounded in a critical orientation which involves the ability to make decisions and exercise judgments based on these four domains.