| cdufcjramsayetl421assignmenttwo.docx |
Numeracy across the curriculum
Numeracy:
This unit emphasises the importance of the teacher incorporating numeracy into every subject, in this way the student becomes numerate within society.
Why is numeracy a distinct area of interest?
How have definitions of numeracy changed over time? (What have the main changes been, and what has brought these about?)
In what ways is it helpful (or unhelpful) to draw a comparison between numeracy and mathematics?
Thinking about a subject area that you know well, how does (or how could) numeracy become (better) integrated within that subject area?
Numeracy is a distinct area of interest because it is necessary to have numeracy skill in order to “cope with the demands of everyday life” (Westwood, P. 2). Evidence has a revealed a lacking in adult ability in their vocations and personal lives resulting in inefficiency in both areas (Westwood, P, 4). Numeracy has now become a distinct area of interest in order to improve the level of literacy within the general population.
Definitions of numeracy have changed mainly from making references to a person being comfortable with the use of numbers and applying that knowledge to everyday life as well as having the ability to appreciate and understand information presented in mathematical terms (Westwood, P. 5) to definitions that include numeracy being “a multifaceted and sophisticated construct, incorporating mathematics, communication, cultural, social, emotional and personal aspects of each individual context (Maguire & O’Donaghue, 2002, in Westwood, P.5). Literacy is now considered to be dependant on context, culture and social needs and viewpoints (Westwood, P. 6). In summary the definition of numeracy has broadened to fit in with changing needs of society and the globalization of the world. Our highly technological world is more dependant on numeracy than ever before. It is essential for all school students to become numerate if they are to survive competently in all facets of adult life regardless of their cultural background.
Helpful (or unhelpful) to draw a comparison between Numeracy and Maths. It is unhelpful to assume they are the same as it leads teachers to concentrate on computations rather than problem solving through task and investigations” (Westwood. P.7). However, sometimes making the distinction leads to the perception that numeracy is less of a skill a “watered down version of Maths” (Westwood, P.7) . However, there is a clearly a relationship between them as” knowledge of Maths is necessary in order to be numerate” (Westwood, P.7)
Numeracy could be better integrated into:
Sport by teaching and getting students to score, time, list, work out means, medians, modes of race results, graphs and statistics, improvements, percentage of improvement.
Nutrition, use and significance of calories, heart beat, pulse rate, recommended quantity of daily water intake (capacity of fluids and weights of liquids and solids: litres and grams.
Physics, apply vectors to navigation for an aeroplane or ship, graphs, comparisons, rates, data, chance, temperature scales.
Society and Environment, percentages and fractions for population participation rates.
Extra curricula School activities, ordering and paying for food.
Biology, fish tank maintenance, calculation of volume of water.
Cooking, fractions, volume and measurement.
Maths, incorporate more real life scenarios, driving, hiking, navigation, use of GPS, speed, distance, comparisons, shopping, insurance, percentage, taxation, GST, interest rate.
Art & History use of timelines, number lines.
In general across the curriculum subjects, students can be asked to draw and use graphs and other Mathematical terms to record information in addition to what is written. Express findings and knowledge in graphical format or other visual data representations in order to build the “literacies”, solve problems and predict outcomes. Activities need to be engaging, fun and also include collaborative work.
Strategies for planning based on formative assessment
A student has not understood the concept of fractions. As a teacher I would base my decision upon my knowledge of the individual child. I would initially assess whether the inaccuracies were due to a conceptual issue, a learning style, a lack of concentration, a lack of interest, attendance pattern or rate of learning. I would set aside some time to explain the concepts to this student verbally, (auditory learner) with the aid of diagrams and objects (visual learner) whilst at the same time using questioning techniques to involve the student, hold her/his attention and make further analysis of the problem. I would then provide some further practice based upon their preferred learning style. If the student has previously demonstrated a preference or aptitude towards visual learning, I would select a computer session to present the topic again. Some exercises to take home and be followed up on. Role play (kinesthetic) with students and objects could be used to provide a more authentic situation. The concept of fractions would be planned into other learning areas, so as to provide more opportunities for learning and authentic practice.
This unit emphasises the importance of the teacher incorporating numeracy into every subject, in this way the student becomes numerate within society.
Why is numeracy a distinct area of interest?
How have definitions of numeracy changed over time? (What have the main changes been, and what has brought these about?)
In what ways is it helpful (or unhelpful) to draw a comparison between numeracy and mathematics?
Thinking about a subject area that you know well, how does (or how could) numeracy become (better) integrated within that subject area?
Numeracy is a distinct area of interest because it is necessary to have numeracy skill in order to “cope with the demands of everyday life” (Westwood, P. 2). Evidence has a revealed a lacking in adult ability in their vocations and personal lives resulting in inefficiency in both areas (Westwood, P, 4). Numeracy has now become a distinct area of interest in order to improve the level of literacy within the general population.
Definitions of numeracy have changed mainly from making references to a person being comfortable with the use of numbers and applying that knowledge to everyday life as well as having the ability to appreciate and understand information presented in mathematical terms (Westwood, P. 5) to definitions that include numeracy being “a multifaceted and sophisticated construct, incorporating mathematics, communication, cultural, social, emotional and personal aspects of each individual context (Maguire & O’Donaghue, 2002, in Westwood, P.5). Literacy is now considered to be dependant on context, culture and social needs and viewpoints (Westwood, P. 6). In summary the definition of numeracy has broadened to fit in with changing needs of society and the globalization of the world. Our highly technological world is more dependant on numeracy than ever before. It is essential for all school students to become numerate if they are to survive competently in all facets of adult life regardless of their cultural background.
Helpful (or unhelpful) to draw a comparison between Numeracy and Maths. It is unhelpful to assume they are the same as it leads teachers to concentrate on computations rather than problem solving through task and investigations” (Westwood. P.7). However, sometimes making the distinction leads to the perception that numeracy is less of a skill a “watered down version of Maths” (Westwood, P.7) . However, there is a clearly a relationship between them as” knowledge of Maths is necessary in order to be numerate” (Westwood, P.7)
Numeracy could be better integrated into:
Sport by teaching and getting students to score, time, list, work out means, medians, modes of race results, graphs and statistics, improvements, percentage of improvement.
Nutrition, use and significance of calories, heart beat, pulse rate, recommended quantity of daily water intake (capacity of fluids and weights of liquids and solids: litres and grams.
Physics, apply vectors to navigation for an aeroplane or ship, graphs, comparisons, rates, data, chance, temperature scales.
Society and Environment, percentages and fractions for population participation rates.
Extra curricula School activities, ordering and paying for food.
Biology, fish tank maintenance, calculation of volume of water.
Cooking, fractions, volume and measurement.
Maths, incorporate more real life scenarios, driving, hiking, navigation, use of GPS, speed, distance, comparisons, shopping, insurance, percentage, taxation, GST, interest rate.
Art & History use of timelines, number lines.
In general across the curriculum subjects, students can be asked to draw and use graphs and other Mathematical terms to record information in addition to what is written. Express findings and knowledge in graphical format or other visual data representations in order to build the “literacies”, solve problems and predict outcomes. Activities need to be engaging, fun and also include collaborative work.
Strategies for planning based on formative assessment
A student has not understood the concept of fractions. As a teacher I would base my decision upon my knowledge of the individual child. I would initially assess whether the inaccuracies were due to a conceptual issue, a learning style, a lack of concentration, a lack of interest, attendance pattern or rate of learning. I would set aside some time to explain the concepts to this student verbally, (auditory learner) with the aid of diagrams and objects (visual learner) whilst at the same time using questioning techniques to involve the student, hold her/his attention and make further analysis of the problem. I would then provide some further practice based upon their preferred learning style. If the student has previously demonstrated a preference or aptitude towards visual learning, I would select a computer session to present the topic again. Some exercises to take home and be followed up on. Role play (kinesthetic) with students and objects could be used to provide a more authentic situation. The concept of fractions would be planned into other learning areas, so as to provide more opportunities for learning and authentic practice.
- The above situation will be ascertained from assessment, test or otherwise. The teacher will devise a strategy, perhaps use of Cuisenaire rods to explain the concept of units, tens and 100’s. the teacher will also model an Arithmetic operation. The students will practice and this in turn will form further assessment to guide the next stage of the teaching.
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