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Journal of Learning Disabilities
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Learning Difficulties in Numeracy in Australia

Christina E. van Kraayenoord

CSchonell Special Education Research Centre, School of Education at The University of Queensland, Brisbane, Queensland, Australia, c.vankraayenoord{at}mailbox.uq. edu.au

John Elkins

Schonell Special Education Research Centre

In this article, we provide an understanding of the term numeracy as it is used in Australia and a description of numeracy education in this country. In particular, we discuss the role of outcomes-based curriculum frameworks and outline the dominant teaching approaches. The focus is on students with learning difficulties and how they are identified and supported in schools. We create two vignettes based on real students with difficulties in numeracy, which highlight two of the most common problems. We report on the prevalence of learning difficulties in numeracy in Australia and describe some of the initiatives related to the assessment and enhancement of learning in numeracy that are being undertaken in various states in Australia. Finally, we identify some of the future challenges facing the Australian education system in this area. These challenges relate to teacher knowledge, mandated assessment, and the role of parents. We conclude the article by calling for the evaluation of current assessment and intervention initiatives as well as the development of a national program to support the goal of numeracy for all students.

Journal of Learning Disabilities, Vol. 37, No. 1, 32-41 (2004)
DOI: 10.1177/00222194040370010401
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