Report: 21st Century Numeracy Model and Multi-literacies in Education

This report delves into the 21st-century numeracy model, examining its dimensions: context, mathematical knowledge, disposition, and tools, as well as the critical content dimension. It explores the importance of these dimensions for teachers in fostering numeracy skills across various subjects, referencing the Australian Curriculum. The report further investigates multi-literacies pedagogies in secondary education, defining multi-literacy, contrasting it with traditional literacy, and outlining its components: situated practice, overt instruction, critical framework, and transformed practice. It also discusses literate and numerate thinking, emphasizing the skills needed for comprehension and composition, including text, grammar, word, and visual expertise. The report highlights the evolving nature of literacy and numeracy in response to technological advancements and societal changes, underscoring the need for adaptable teaching methods.

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

determines the type of numeracy skills required, and hence, it can be said that "context is at the
heart of the numeracy" (Goos et al., 2017, p. 58). For instance, in a restaurant setting, all chefs
and cooks must be competent in measuring or estimating the ingredients required to make sure
dishes. Furthermore, front staff members must calculate the sum of the cash handed in to provide
correct change to customers. Therefore, mathematics is everywhere, and these calculations,
measurements, and estimation are some of the important skills that these individuals must have
to work in a restaurant setting.
Mathematical Knowledge
To find the solution to a specific real-life situation, one must be acquitted with
mathematical knowledge to solve this particular situation (Goos et al., 2017, p. 60). The use of
mathematical skills depends on the problem itself, so each problem calls on for different
mathematical approaches to solve them. An example could include using other measuring units
and knowing which company is most suitable to find the object's height. These are some of the
mathematical knowledge that the students must acquire.
Disposition
Disposition includes the ability to use mathematical skills with confidence and with the
knowledge of being successful (Goos et al., 2017, p. 62). Acquiring mathematical skills can be a
challenging aspect for some individuals. Hence, it is important to be flexible in terms of skills so
that one can use that expertise to solve a particular situation with confidence in the future. An
English educator must also consider acquiring some mathematical skills to help interpret data
and diagrams present in English worksheets. Although this might bring anxiousness, the pre-
service teacher must develop a positive attitude and persist through these tasks to solve tasks
requiring many different skills from literacy to numeracy.
Tools
The use of numeracy skills is accompanied by using tools to calculate specific equations
or interpret particular diagrams (Goos et al., 2017, p. 62). These tools can be physical, digital,
and symbolic. Physical includes measuring instruments such as rulers or protractors to measure
the unit of the object. Calculators and classpath, as well as using 3-d models from computers, are
examples of digital tools, and representational tools incorporate tables and statistics.
These dimensions encompass all the other four dimensions. "Interpretive, evaluative and
analytical aspect of being numerate" are to be discussed in this context (Goos et al., 2017, p. 64).

It involves critiquing other opinions and forming your judgment about specific situations with
evidence to the maths involved. For example, the time it takes to save up to purchase a particular
product instead of buying a product that is already on sale. One must be critical and analyze the
situation using mathematical approaches to decide which will result in the best option.
Multi-literacies Pedagogies across all Subjects in Secondary Education
Meaning of multi-literate, its differences from literature and its characteristics.
Literacy is a skill that includes making meaning out of different text modes through
"analyzing, evaluating and understanding" it (ACARA, 2010). It involves comprehending and
composing texts using grammatical, textual, visual, and word knowledge (ACARA, 2010).
However, these student skills vary according to the context that they have grown up. As Barton
& Woolley mentions (2017), literacy is constantly evolving due to the "increasing level of
diversity such as cultural, social changes along with the environmental factors that influence the
thinking of the child" (p. 2). During high school, the transition of literacy can be sudden as
young adolescents are exposed to more information than they were back in lower school
(Henderson, 2018, p. 5). Some of these changes include the transition from fiction to non-fiction
in high school (Carrington, 2009, p. 109). Non-fiction text provides a broader range of
diversities and deeper meanings that are important for students to understand so that they can use
it to be more successful in the future. Therefore, it is crucial to develop pedagogies in teaching
that meets the Australian Curriculum requirement but in a style that suits the diverse learners'
learnings coming from different backgrounds (Henderson, 2018, p. 45). Educators must develop
different teaching approaches where no students are at a disadvantage due to the environment.
All students receive the same amount of information academically. However, the way it is
delivered may differ according to how the student learns (Vacca et al., 2014, p. 2). The pedagogy
of multi-literacies incorporates different levels of literacies that assist in engaging students in the
learning activities and promote the growth of literacy skills in the 21st century (Goos et al., 2017,
p. 45).
Multi-literacy refers to the skill that aims to provide multiple literal skills to the students
to become more literate in the future (Barton & Woolley, 2017, p. 86). It also recognizes the
cultural and semantic diversities in modern society and the range of texts presented in different
modes (Boche, 2014, p. 3).

Multi-literacies pedagogy and its components
The New London Group developed the pedagogy of multi-literacies in 1996, where they
discussed that teaching literacy should vary depending on the student's need (p. 18). There must
be multiple teaching literacy approaches to the student, and these approaches differ according to
the changing culture and society. In the 21st century, the transition from printed books to online
causes teachers to find ways in their teaching that endorses the technologies to teach the new
generations of students. However, to teach these students, educators must be acquitted with
literal knowledge and pedagogical knowledge to achieve students' successful results (Henderson,
2018, p. 30).
Two aspects deal with multi-literacy: text and practices (Cope & Kalantzis, 2009, p. 165).
Text is encompassed with many literate components, including the message and meaning that it
creates and the knowledge produced through sound, written, and visual codes. Practices involve
the practical side. Students apply their knowledge and literacy skills to develop and respond to a
set task using different formats such as in essay or narrative structure (Barton & Woolley, 2017,
p. 86). Since there is no read method in the pedagogies of multi-literacy, the London Group
created the four main components that assist in literacies' teachings. These are the situated
practice, overt instruction, critical framework, and transformed practice which is explained in
detail below:
Situated practice
In this component, teachers allow students to showcase their own pre-existing knowledge
whilst building of those knowledge to improve and develop a deeper understanding of the
information being taught. Therefore, rather than teacher supplying knowledge to the students, the
students themselves are responsible for developing and improving on their learning through more
discoveries and guidance from teachers (Henderson, 2018, p. 31)
Over instruction
After observing the way students learn, teachers can organize a plan that will
accommodate the student's learning. These can include using specific teaching strategies to avoid
disengagement in-class activities and using external resources to help students analyze and make
generalizations about text using language features and other codes (Henderson, 2018, p. 31).
Critical framework

Texts can be read and interpreted differently, and students must be able to identify those different
views. For instance, a poison apple poster could be a semiotic symbol for danger if
intertextuality with Snow White and the Huntsman. However, it could also be a symbol of
temptation, an allusion to Adam and Eve in the forbidden garden. Therefore, teachers help the
student develop a diverse understanding of texts by preparing different resources from different
contexts.
Transformed practice
This component ensures that students can apply their knowledge to different texts
(Henderson, 2018, p. 31). They can be flexible with their ability and change their views
depending on the text's context.
Literacy and Numeracy Thinking
Literate thinking
Literacy is an essential skill that is part of the seven General Capabilities in the
Australian Curriculum. It is crucial for the student's success from school as we as outside of
school, including their workplace. Literacy is not a skill that can be easily picked up but rather
nurtured and improved on pre-existing literal skills (Henderson, 2018, p. 21). A student does not
come to school to be given the wisdom from teachers, but rather, they use their knowledge, and
teachers help guide students into build on this knowledge through their everyday life in and
outside of school.
In the Australian Curriculum, literacy is divided into the composing and comprehending
sections which are two critical components of developing literal skills. Students are required to
be able to understand the text through reading, viewing, and listening. Therefore, this section
requires the student to have a piece of profound knowledge and skills to understand the hidden
meaning behind the text. Students must read, view, and listen to the various text, including
multimodal texts and apply their skills, including the content knowledge, vocabulary, visual and
audio elements, to comprehend the text. The composing section requires students to use
appropriate language and creative features to write, speak, and create any kinds of texts
successfully. Students must be acquitted with contextual knowledge and language techniques to
communicate a particular text's ideas and issues.

Four corresponding pieces of knowledge are applied to comprehending and composing
skills, including text, grammar, word, and visual expertise.
Text knowledge
Students must understand a wide range of different texts. It includes structures of the text
being used because each design is other and depends on the text's purpose and intentions. It also
includes what information has been used to communicate to the audience. Furthermore, students
must also ensure that the structure is fluent and that students use correct grammatical features
and vocabularies to ensure that the point of view is expressed effectively.
Grammar knowledge
This knowledge includes using correct grammatical features to ensure the flow of the
sentence and the ideas expressed in the text. The use of vocabularies and manipulation of the
sentence structure and time assist in strengthening the view or issues being communicated.
Word knowledge
Like grammatical knowledge, the vocabulary expansion and the spelling of those words
strengthen the paragraph's topic.
Visual knowledge
In many non-fiction texts, the use of graphs and diagrams is prevalent in these texts.
Students must understand these visual aspects to develop a sound understanding of the message
or meaning being presented in the text.
Numerate thinking
Numeracy is part of the General Capabilities and is applicable for all subjects, not
necessarily mathematics. Students must be able to apply their mathematical knowledge and
expertise across all learning areas. It is not necessarily that they use in school only but also
outside the school to have good numerate thinking(ACARA, 2010). In the framework of
numeracy, six components assist students in becoming more numerate.
Using measurement
Ability to calculate the size, area, and volume of different shapes and objects and apply
this knowledge to real-life situations. Student must use correct measuring units as well read
clocks and identify dates and converting them to hours or minutes,
Estimating and calculating with the whole number

The ability to use appropriate mathematics units includes dollars or meters to estimate
and calculate mathematical problems that are reflective and used in everyday life.
Recognizing and using patterns and relationships
The students must possess the ability to identify trends to create an equation that helps
them in calculating the following sequence.
Using fractions, decimals, percentages, ratios, and rates
Using fractions and converting them into decimals or percentages to everyday problems.
These include comparing the rates to find the best choice and percentage to see which value is
more beneficial.
Using spatial reasoning
It refers to the ability of students to visualize 2D and 3D objects and calculate the space
and angles within these shapes and objects. It also understands the maps' scales and uses correct
mathematical terms to describe specific places' locations.
Interpreting statistical information
Students understand the statistic information and use it to make an informed judgment
and explain how it represents the real-life situation.

REFERENCES:
Books and Journals: