To be numerate is to use mathematics effectively to meet the general demands of life at home, in work, and for participation in community and civic life. Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives.
At AISNSW, our evidence-based approaches outline that the number sense concept can inform and significantly enhance the quality of mathematics intervention for all students including those with learning disabilities. Just as phonemic awareness is a prerequisite to learning phonics and becoming a successful reader, developing number sense is a “prerequisite” for succeeding in mathematics.
The number sense concept acts as a lens to reveal reasons for relative successes and failures of past attempts at innovations.
Numeracy is incorporated in the NSW syllabuses for the Australian curriculum as a general capability alongside other learning across the curriculum areas.