Being numerate for teaching: the indivisibility of learning landscape, participation and practice

Abstract

Being numerate for teaching involves more than personal numeracy; while the construction and communication of disciplinary knowledge will always be important, so to is the creation of a professional self, capable of appreciating and implementing flexible and dynamic interactional patterns that value diversity and students’ idiosyncratic attempts to make sense of experience. New ways-of-being a teacher of numeracy are founded on robust intellectual knowledge, though the learning landscape is constitutive, influencing participation and interactional patterns in the classroom.