Proportional Reasoning as Essential Numeracy

This paper reports an aspect of a large research and development project that aimed to promote middle years school teachers’ understanding and awareness of the pervasiveness of proportional reasoning as integral to numeracy. Teacher survey data of proportional reasoning across the curriculum were mapped on to a rich model of numeracy. Results provided evidence of extensive and creative teaching of proportional reasoning in all learning areas. The capacity of such tasks and activities for promoting student numeracy is theorised