Is numeracy only a concern for Maths teachers?

We’re told by governments, curriculum writers, and policy documents that numeracy must be embedded across the curriculum. Every program should reflect it. Every teacher should integrate it.

But is that really practical?

It’s harder than it looks, right?

Unless you’re a trained maths teacher, it can be difficult to know how to include numeracy in a meaningful way — especially when your subject isn’t inherently about numbers. The risk is that we either ignore it entirely or treat it like a box to tick, without actually building students’ skills.

The truth is, students need numeracy as a life-long skill. And we need to do our part to develop it.

In Science, Geography, PDHPE, Technology — they’re constantly expected to measure, estimate, interpret data, read graphs, and calculate. But unless we explicitly teach these skills, they won’t develop them on their own.

5 Research-Backed Numeracy Strategies for Every Teacher

Here are five strategies, drawn from evidence-based practice, that can help you integrate numeracy into your subject — even if you’re not a maths specialist:

1. Make Numeracy Visible
Goos, Geiger & Dole (2012)

Students are more likely to develop numeracy skills when teachers name and explain the mathematical thinking involved.

Use it to:

• Narrate why you’re comparing percentages in a Science table

• Talk through how you estimate distances in Geography

• Highlight when you’re analysing a timeline in History

2. Use Real, Relevant Data
AAMT (Australian Association of Mathematics Teachers)

When students work with real-world data — not contrived examples — they see the point of numbers in context.

Use it to:

• Analyse local demographic stats in Civics

• Compare performance data in PDHPE

• Track trends over time in Economics or History

3. Teach the Language of Numeracy
ACARA (2011) notes language is a barrier to numeracy in non-maths contexts

Numeracy relies on language — but students often don’t know what words like “approximate” or “rate of change” really mean.

Use it to:

• Introduce key terms before using graphs or calculations

• Use word walls or visuals for key concepts

• Regularly revisit and apply the terms in different tasks

4. Scaffold with Visual Tools
Zawojewski & Lesh (2003)

Visual supports help students make sense of abstract or unfamiliar information.

Use it to:

• Use number lines for sequencing or time estimates

• Annotate graphs to interpret data clearly

• Break down infographics with guided questioning

5. Promote Estimation and Error Checking
Clarke & Clarke (2002): Number sense improves with estimation

Students often go straight to solving — even if the answer doesn’t make sense. Estimation helps them pause and evaluate.

Use it to:

• Ask “Does that answer seem reasonable?”

• Have students predict outcomes before solving

• Encourage multiple methods for checking results

It Starts With Planning

The Australian Curriculum requires us to address general capabilities — including numeracy — but that’s hard to do without time, clarity, and structure.

That’s where Planuva comes in.

Planuva helps teachers embed skills like numeracy into their programs with purpose and precision. You can map capabilities across units, find gaps, and feel confident that you’re not just ticking boxes — you’re building skills.

Register your interest at https://planuva.com.