Literacy and Numeracy in Secondary Education

Disciplinary literacy and numeracy takes a focus on teaching students the specific literacy and numeracy skills required to understand the texts and knowledge used within a certain discipline (Shanahan & Shanahan, 2012). The teaching of disciplinary literacy and numeracy provides students with the strategies to understand subject-specific terminology and its origins, analyse and break down subject specific texts, be strategic in asking questions that will help them better understand the discipline, and provide evidence and communicate in a way that is valued and accepted by that discipline (Chauvin & Theodore, 2015).  (Hermann, 2018) Disciplinary literacy and numeracy differ across subjects due to the very nature of the subjects themselves (Shanahan & Shanahan, 2012). As such, teachers within each discipline are responsible for educating their students on the literacy and numeracy skills specific to that subject (Johnson, Watson, Delahunty, & Smith, 2011). With

(Geralt, 2018a) Authentic practice or authentic learning is a pedagogical approach that provides students with educational experiences that are relevant, engaging, stimulating, and tangible (Revington, n.d.). Authentic practice aims to move teachers and students away from the didactic teaching style of the past, to a student-centred learning model (Kalantzis & Cope, 2016). A key component of authentic practice is that the tasks reflect real world problems or situations (Mantei & Kervin, 2009). The tasks provide an ill-defined problem that requires prolonged thought processes within relevant contexts where students work from different perspectives to create products that reflect those of the real world (Mantei & Kervin, 2009). Authentic practice works alongside disciplinary literacy and numeracy (Chauvin & Theodore, 2015). They share the common goal of educating students to understand topics from perspectives that allow them to apply their knowledge in genuine

Despite the terms ‘mathematics’ and ‘numeracy’ often being used interchangeably, they have different meanings. Mathematics is defined by the Merriam-Webster dictionary as the “science of numbers and their operations” (Merriam-Webster, 2018). Numeracy, on the other hand, involves an individual having the disposition, tools, and mathematical knowledge to apply appropriate mathematical concepts across a range of contexts (Goos, Dole, & Geiger, 2012). For example, mathematics involves being able to complete the operation of one plus two, whereas assessing a situation and selecting the appropriate mathematical operation within that context, such as knowing to use division to find the monthly cost from an annual figure, is an example of being a numerate person.  (Hassan, 2018a) Numeracy involves a person being able to use mathematical concepts and understand how they work within the world (Goos, Dole, & Geiger, 2012), and within the world of the 21 st century mathematics pl

A literate individual can apply and understand language in a variety of forms, across a range of contexts (Connolly & Giouroukakis, 2016). Similarly, an individual is numerate when they can identify and apply appropriate mathematical strategies across a range of settings to participate effectively within society (Goos, Dole, & Geiger, 2012). Both literacy and numeracy require the individual to not only master a set of skills, but also have the willingness and self-assurance to apply those skills in varying circumstances. Identified as essential skills for everyday life, literacy and numeracy have been incorporated into the general capabilities of the Australian Curriculum (ACARA, n.d.a). (ACARA, n.d.a) Literacy is not simply the ability to read and write. It involves a range of interrelated skills such as speaking, listening, writing, viewing, creating texts, and adapting one’s language to suit different settings (ACARA, n.d.b). Literacy is also not strictly related