[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588596-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588596-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","becoming-competent-confident-and-critically-aware-abstract","Becoming Competent, Confident and Critically Aware - Abstract","","This paper traces the mathematical development of a mature aged nursing student as she works toward becoming more academically numerate. Academic numeracy is defined through competence, confidence, and critical awareness of mathematics context and the student’s own relationship with mathematics. The definition is used to design a first-year nursing course to build required numeracy skills, supported by a conceptual framework from Valsiner’s Human Development Theory, and exemplified through a student case study, Sally.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/becoming-competent-confident-and-critically-aware-abstract/588596/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/becoming-competent-confident-and-critically-aware-abstract/588596.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the paper define academic numeracy for nursing students?","Question",{"text":63,"@type":64},"It defines academic numeracy through three features: competence, confidence, and critical awareness of mathematics in context, including both cognitive and metacognitive skills, as well as the affective dimension of confidence.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What was the purpose of the nursing course described in the paper?",{"text":68,"@type":64},"The course was designed for first-year nursing students to develop numeracy and related skills needed for their degree, embedding numeracy into teaching and assessment within the curriculum.",{"name":70,"@type":61,"acceptedAnswer":71},"What framework is used to trace students’ developing understanding?",{"text":72,"@type":64},"The paper uses a conceptual framework based on Valsiner’s Human Development Theory to trace how students’ understanding of academic numeracy develops over time.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588596,1792171079,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Galligan, L. (2013). Becoming Competent, Confident and Critically Aware. Adults Learning Mathematics: An International Journal, 8(1), 20-30.  \nBecoming Competent, Confident and Critically Aware:  \nTracing Academic Numeracy Development in Nursing  \nLinda Galligan  \nUniversity of Southern Queensland  \n\u003C[Linda.Galligan@usq.edu.au](Linda.Galligan@usq.edu.au)>  \nAbstract  \nThis paper describes the mathematical journey of a mature aged nursing student as she struggles to become more academically numerate. Within the paper, academic numeracy is defined around three features: competence, confidence and critical awareness of both the context of mathematics and students’own relationship with mathematics. It then uses this definition to describe a course for 1st year nursing students to develop their mathematics skills needed for their degree. A conceptual framework, based on Valsiner’s Human Development Theory, is used to trace students’ developing understanding of academic numeracy. Finally the paper describes one student, Sally, as she struggles to become more numerate.  \nKey words: nursing, academic numeracy, Valsiner, human development  \nIntroduction  \nThis paper is based on research situated in a first year course in an Australian university, University of Southern Queensland (USQ), where about 200 students were learning/relearning mathematics in the context of a nursing degree. The aims ofthe research (Galligan, 2011a) were to: (1) investigate nursing students' current knowledge of academic numeracy; (2) investigate how nursing students’knowledge and skills in academic numeracy was enhanced using a developmental psychology framework; and (3) utilise data derived from these investigations to develop a theoretical model to embed academic numeracy in university programs. This paper will concentrate on the second of these aims.  \nWithin this research, I defined academic numeracy as:  \n• mathematical competence in the particular context of the profession and the academic reflection of the profession at the time;  \n20 Adults Learning Mathematics – An International Journal  \n• critical awareness of the mathematics in the context and in students’own mathematical knowledge and involves both cognitive and metacognitive skills; and  \n• confidence highlighting its deeply affective nature (Galligan, 2011a)  \nThe paper first outlines the course. This is followed by a summary of the theoretical framework, then the journey of one student, Sally to exemplify the framework. The paper then concludes with future directions.  \nThe Course  \nPrior to 2006, a number of approaches had been taken to develop nursing students’numeracy levels at the USQ (Galligan & Pigozzo, 2002) . In 2006 USQ’s nursing program was reaccredited with the Australian Nursing and Midwifery Council (ANMC) . This meant courses, especially those offered in first year, were revised. When planning the reaccreditation, it was decided by the Department of Nursing, that nursing students needed to develop some key academic skills in first semester of first year, as a separate course. Two new integrated first year nursing courses were developed (Lawrence, Loch, & Galligan, 2010) that included Information Technology and mathematics (one course) and literacies skills (second course) . The aims of first course were to develop students’numeracy and Information Technology skills directly linked to their degree. These skills were addressed by embedding aspects of the other courses taken in the students’ first semester and course content encountered later in the program.  \nThe course briefly described in this paper, consisted of 10 × 2 hour tutorial style sessions, six of which were numeracy related. Table 1 highlights some of the mathematics needed and the context in which it is seen, and each tutorial session concentrated on one of these modules. While the concepts of decimals, fractions, percentage, proportion, measurement, and scale are all studied at the primary level at school, many adults ","cbCailOVhl6kGmXv","https://ap.wps.com/l/cbCailOVhl6kGmXv","pdf",719258,11,"English","# Abstract\n# Introduction\n# The Course\n## Table 1. Mathematical content of course\n# Course framework and assessment","[{\"question\":\"How does the paper define academic numeracy for nursing students?\",\"answer\":\"It defines academic numeracy through three features: competence, confidence, and critical awareness of mathematics in context, including both cognitive and metacognitive skills, as well as the affective dimension of confidence.\"},{\"question\":\"What was the purpose of the nursing course described in the paper?\",\"answer\":\"The course was designed for first-year nursing students to develop numeracy and related skills needed for their degree, embedding numeracy into teaching and assessment within the curriculum.\"},{\"question\":\"What framework is used to trace students’ developing understanding?\",\"answer\":\"The paper uses a conceptual framework based on Valsiner’s Human Development Theory to trace how students’ understanding of academic numeracy develops over time.\"}]","Becoming Competent, Confident and Critically Aware - Abstract | PDF",1792065567,28]