The 21st Century Numeracy Model

The 21st Century
Numeracy Model

Table of Contents
Dimensions of 21st-century Numeracy Model................................................................................3
Meaning of these dimensions .....................................................................................................3
Importance for teachers...............................................................................................................3
Multi-literacies Pedagogies across all Subjects in Secondary Education........................................5
Meaning of multi-literate, its differences from literature and its characteristics........................5
Multi-literacies pedagogy and its components............................................................................6
Literacy and Numeracy Thinking ...................................................................................................7
Literate thinking..........................................................................................................................7
Numerate thinking.......................................................................................................................8
REFERENCES:.............................................................................................................................10
Books and Journals:..................................................................................................................10

Dimensions of 21st-century Numeracy Model
Meaning of these dimensions
The numeracy definition is constantly changing due to technologies created and new
profound knowledge that evolves. It was first introduced in 1959 and was defined as the "mirror
image of the literacy that involves quantitative thinking" (Carter, 2012, p. 28). Hence, numeracy
is interrelated with quantitative literacy, which means the ability to reason using the quantitative
aspect of matter (Steen, 2001, p. __). That quantitative aspect includes utilizing mathematical
approaches and numbers to assist with logical reasoning and defining everyday life.
In the 21st century, the introduction of General Capabilities in the Australian Curriculum
from Foundations to year 10 provides a broad range of relevant and essential skills that enables
the student to be more successful in the future (Australian Curriculum Assessment and Report
Authority [ACARA], 2010). Numeracy is part of the General Capabilities and is applicable for
all subjects, not necessarily mathematics. For instance, studying humanities requires calculating
the distance from one point to another point using a geographical map. Home economics
involves using numbers to correctly measure the number of ingredients (Goos et al., 2019, p. 17).
Furthermore, being numerate doesn't necessarily mean being proficient with numbers. It is also
essential for debates and discussions (Goos et al., 2017, p. 24), where the use of diagrams,
statistics, and other models reinforce the points being spoken in the argument. Hence, one must
be acquitted with understanding these diagrams to be successful in a debate.
Importance for teachers
The 21st century has brought rapid emergence of highly sophisticated technologies and
societal changes that revolutionized students' learnings and teacher teachings (Goos et al., 2017,
p. 56). To meet these ongoing demands and challenges of the 21st-century numeracy model has
been designed and is divided into four main dimensions: context, mathematical knowledge,
disposition, and tools. However, these dimensions are envelope by the fifth dimension, which is
critical content (Goos et al., 2012, p. 3). These dimensions help teachers deliver an effective
teaching plan to promote the numerical skills found across all subject areas in school.
Context
Context discusses how numeracy is widely used and nurtured depending on the
contextual setting (Goos et al., 2017, p. 58). The context such as school grounds or workplace