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This book is based on the notion that there are many ways in which mathematics learning can be achieved for students and that not all of them are focused on the mathematics classroom. It explores the foundational numeracy principles of the non-mathematical subject areas and aligns these to the Australian numeracy-learning continuum. It demonstrates, in detail, the extent to which numeracy competencies underpin successful learning in all the subject areas of the curricula. It validates a focus of developing numeracy competencies through learning in the arts, science and other discipline areas with which school students to engage with in order develop holistically, but which are not subjected to national assessment practices. It is developed around the notion of ´praxis´, putting theory into practice in order to respond to the urgent need for students to be supported in their efforts to increase their numeracy capabilities in a world where extensive amounts of new information are often presented in graphical or data based formats. Additionally, it offers perspectives on developing all students´ capacities to become numerate in school contexts and presents inclusive, differentiated lesson examples as an alternative way of exploring numeracy in the context of teaching and learning in real-world classroom contexts.

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Section 1.- Chapter 1 Mathematics and Numeracy in a Global Society.- Chapter 2 Teaching and Learning for Numeracy Competence.- Chapter 3 The Mathematical Brain.- Chapter 4 Improving the Learning Experience.- Chapter 5 Aboriginal and Torres Strait Islander Students as Effective Numeracy Learners.- Chapter 6 Language and Culture in the Mathematics Classroom: Scaffolding Learner Engagement.- Section 2.- Chapter 7 Dance.- Chapter 8 Drama in the Primary Classroom: Contextualizing Critical Numeracy.- Chapter 9 Pedagogical Approaches to Teaching and Learning English: Connections with Critical Numeracy.- Chapter 10 Geography and Numeracy.- Chapter 11 The Numeracy of Good Health.- Chapter 12 History and the Importance of Numeracy.- Chapter 13 Media Arts: Visual Culture and Numeracy.- Chapter 14 Music and Numeracy.- Chapter 15 Physical Education and Numeracy.- Chapter 16 Science and Numeracy.- Chapter 17 Technology Education and the Australian Curriculum.- Chapter 18 Visual Art, Visual Design and Numeracy.

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Maura Sellars PhD is a lecturer at the University of Newcastle, Australia. Student centred early childhood pedagogies have permeated her work as a classroom teacher, researcher and writer. An experienced teacher, she taught across all primary grades in schools in the UK and Australia for almost 30 years. With a background in creativity, she aims to produce practical, engaging and fulfilling programs that are inclusive and socially just in nature. She has worked extensively in Professional Preparation, mathematics and concepts of numeracy as social practice. She is currently working on developing resources to support all teachers in becoming effective teachers of numeracy, on strategies that support the development of 21st century thinking and learning and on making mathematics and numeracy meaningful for students.

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