ABSTRACT
In this chapter, the authors investigate the nature of numeracy as a general capability in the Australian Curriculum and evaluate the tools embedded in the curriculum to help teachers see how numeracy is used or developed in different learning areas. They demonstrate our alternative approach to revealing the curriculum’s numeracy demands by looking through the lens of our numeracy model. The authors consider the roles of mathematics and mathematics teachers in developing cross-curricular numeracy. They illustrate our approach by drawing on the numeracy audit that they conducted of the former South Australian Curriculum, Standards and Accountability (SACSA) Framework. The framework also lists the strands and key ideas that organised the curriculum scope for this learning area. The Australian Curriculum website uses icons to indicate where general capabilities have been identified within the learning area content descriptions and elaborations. The SACSA Framework emphasised developing a critical orientation in students across all learning areas.
