ABSTRACT
This chapter explores authentic and meaningful classroom examples for promoting numeracy in the middle years of schooling that engage and challenge middle years students as corporate and reflective citizens. Promoting numeracy is a high priority in the middle years to ensure students are sufficiently prepared for life beyond the compulsory years of schooling. Numeracy is inextricably linked to school mathematics but is a shared responsibility of all teachers, not just those who teach mathematics. Mathematical knowledge is presented in the model as including such elements as problem-solving, concepts, estimating and skills. This serves to emphasise that the mathematics required for numeracy is about more than skills and procedures; it is about understanding and applying knowledge and skills. To promote numeracy, teachers of mathematics need to consider their approaches to instruction to ensure students develop rich conceptual understandings of all mathematics topics, thus ensuring that a solid foundation for numeracy is laid.
