Researching numeracy teaching and learning with ICT: Facing the problems of innovation

This paper presents an overview of the research project being reported on in this symposium. I outline the goals and aims of the research, our understanding of the term ‘numeracy ’ and the potential role of technology to support numeracy learning for all students but with a focus on disadvantaged learners in particular. I sketch the research process to date and mention some of the difficulties we are facing. The research project sought to engage with key policy initiatives in Queensland (Department of Education, Queensland, 1994): an emphasis on the acquisition of numeracy skills in schools; and the increased and relevant use of ICT in the curriculum. At the same time we wanted to engage critically with issues of concern in the mathematics education community across the globe, including: how is ‘numeracy ’ framed; what fruitful function can ICT serve in students ’ learning; and can we effect a more equitable access to success in mathematics learning? To these ends we designed a programme of research drawing on theoretical perspectives that address equity, and that seeks to identify practice that we considered warranted dissemination around other schools. As I will describe below, we have faced a number of substantial difficulties not unfamiliar to researchers in th