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Tackling mixed messages: embedding advanced numeracy in graduate identities.

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Tackling mixed messages: embedding advanced numeracy in graduate identities. / Peelo, Moira Teresa; Francis, Brian.
In: MSOR Connections, Vol. 9, No. 4, 2009, p. 23-27.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Peelo, MT & Francis, B 2009, 'Tackling mixed messages: embedding advanced numeracy in graduate identities.', MSOR Connections, vol. 9, no. 4, pp. 23-27. <http://www.mathstore.ac.uk/headocs/9423_peelo_m_and_francis_b_numeracy.pdf>

APA

Peelo, M. T., & Francis, B. (2009). Tackling mixed messages: embedding advanced numeracy in graduate identities. MSOR Connections, 9(4), 23-27. http://www.mathstore.ac.uk/headocs/9423_peelo_m_and_francis_b_numeracy.pdf

Vancouver

Peelo MT, Francis B. Tackling mixed messages: embedding advanced numeracy in graduate identities. MSOR Connections. 2009;9(4):23-27.

Author

Peelo, Moira Teresa ; Francis, Brian. / Tackling mixed messages : embedding advanced numeracy in graduate identities. In: MSOR Connections. 2009 ; Vol. 9, No. 4. pp. 23-27.

Bibtex

@article{a43bfe4d30cb406ba0ed13bc57fb928c,
title = "Tackling mixed messages: embedding advanced numeracy in graduate identities.",
abstract = "This paper proposes some elements of a university-level agenda needed to develop a cross-campus approach to numeracy. In the last ten years, there has been much work supporting the development of pedagogy surrounding maths and quantitative skills alongside discussion and innovation in teaching elementary statistics, as well as growth of excellent websites. But there are additional barriers to numeracy in graduates which may not be a part of individual lecturers{\textquoteright} remits and so are left unchallenged. We make the proposition that universities need to move beyond individual courses and degree schemes and start to think at institutional level in order to maximise the impact of innovations in maths and statistics teaching and learning to ensure that both specialist and non-specialist students are equipped to gain and maintain the employment that they want as graduates. Wider, cross-campus strategies can contribute both to raising awareness of the different constituencies and their teaching needs; and to tracking students{\textquoteright} development in maths and quantitative work across degree schemes.",
author = "Peelo, {Moira Teresa} and Brian Francis",
year = "2009",
language = "English",
volume = "9",
pages = "23--27",
journal = "MSOR Connections",
issn = "1473-4869",
publisher = "sigma network",
number = "4",

}

RIS

TY - JOUR

T1 - Tackling mixed messages

T2 - embedding advanced numeracy in graduate identities.

AU - Peelo, Moira Teresa

AU - Francis, Brian

PY - 2009

Y1 - 2009

N2 - This paper proposes some elements of a university-level agenda needed to develop a cross-campus approach to numeracy. In the last ten years, there has been much work supporting the development of pedagogy surrounding maths and quantitative skills alongside discussion and innovation in teaching elementary statistics, as well as growth of excellent websites. But there are additional barriers to numeracy in graduates which may not be a part of individual lecturers’ remits and so are left unchallenged. We make the proposition that universities need to move beyond individual courses and degree schemes and start to think at institutional level in order to maximise the impact of innovations in maths and statistics teaching and learning to ensure that both specialist and non-specialist students are equipped to gain and maintain the employment that they want as graduates. Wider, cross-campus strategies can contribute both to raising awareness of the different constituencies and their teaching needs; and to tracking students’ development in maths and quantitative work across degree schemes.

AB - This paper proposes some elements of a university-level agenda needed to develop a cross-campus approach to numeracy. In the last ten years, there has been much work supporting the development of pedagogy surrounding maths and quantitative skills alongside discussion and innovation in teaching elementary statistics, as well as growth of excellent websites. But there are additional barriers to numeracy in graduates which may not be a part of individual lecturers’ remits and so are left unchallenged. We make the proposition that universities need to move beyond individual courses and degree schemes and start to think at institutional level in order to maximise the impact of innovations in maths and statistics teaching and learning to ensure that both specialist and non-specialist students are equipped to gain and maintain the employment that they want as graduates. Wider, cross-campus strategies can contribute both to raising awareness of the different constituencies and their teaching needs; and to tracking students’ development in maths and quantitative work across degree schemes.

M3 - Journal article

VL - 9

SP - 23

EP - 27

JO - MSOR Connections

JF - MSOR Connections

SN - 1473-4869

IS - 4

ER -