Task 1
To investigate the notion of numeracy, I approach seven people to give their view of numeracy and how it relates to mathematics. The following is a discussion of two responses I receive from this short survey. I shall briefly discuss their views of numeracy and how it relates to mathematics in the light of the Australian Curriculum as well as the 21st Century Numeracy Model (Goos 2007). Note: see appendix 1 for their responses.
What is numeracy?
Both A and B’s answers appear to equate numeracy to math, which contradicts Australian curriculum’s definition, but, in a small way, fulfils the 21st century model’s (appendix 2) first requirement, that “a numerate person requires mathematical knowledge.” (Goos, 2014). Person A elaborates further
…show more content…
The more common notion of numeracy, or mathematics in daily living, I believe, is based on what we can relate to, e.g. the number of toasts for five children; or calculating discounts, sum of purchase or change in grocery shopping. With this perspective, many develop a fragmented notion that numeracy only involves basic mathematics; hence, mathematics is not wholly inclusive. However, I would like to argue here that such notion is incomplete, and should be amended, and that numeracy is inclusive of mathematics, which sits well with the mathematical knowledge requirement of Goos’ …show more content…
The question that comes to mind is: how do I incorporate numeracy into a lesson and make this relevant to my ICT students?
The class exercise, in some ways, should include spatial reasoning to interpret and understand the infographic; being able to recognise and use patterns and relationships between meat vs. live exports; and lastly, being able to estimate and calculate based on a new set of data.
As a start, I shall show the RSPCA infographic and open up a discussion with my students, along the line of the reliability and the background of the source, partial or whole data report, correct interpretation of the data, the context of cherry-picking data to support or debunk the cause, relevance of sample size used and consideration for a margin of errors, and the scale that is used in graphical
As an employee of County Community College, I teach an Adult Basic Skills Numeracy class. I originally started the academic year with 18 learners, but by April 2015 I had approximately 6 learners per session. Most learners are female, of Afro-Caribbean or African origin and aged between 20 and 50 years. It has been suggested that many learners see numeracy as a male domain (Cemen, 1987; Gutbezahl, 1995; Levine, 1995; Miller et al, 1994) and I have noticed that I teach predominantly female learners who are particularly shy and have low self esteem. They are also full of self doubt and lack confidence in their mathematical ability and some do not see numeracy as a useful subject when compared to literacy. To some it is just a means to an end and not something to learn for the sake of self-improvement.
The teaching and learning approaches I use in numeracy, have certainly developed over this course. I have seen the information that needs to be given to the learner is just a tiny part in teaching, the most significant part of delivery is how you do it. There are three main learning theories.
On tasks measuring math computation skills, Deanna was asked to solve problems using addition, subtraction, multiplication, division, fractions and algebraic equations. Deanna scored in the average range, as she was able to correctly respond to questions involving addition, subtraction, multiplication and division. Deanna noticeably struggled when solving equations involving fractions. Whether adding, subtracting, multiplying or dividing fractions, Deanna constantly got these questions wrong. In addition to this, Deanna’s lack of exposure to algebraic equations involving logarithm and exponents were noticeable as those questions were often left
Mathematics has become a very large part of society today. From the moment children learn the basic principles of math to the day those children become working members of society, everyone has used mathematics at one point in their life. The crucial time for learning mathematics is during the childhood years when the concepts and principles of mathematics can be processed more easily. However, this time in life is also when the point in a person’s life where information has to be broken down to the very basics, as children don’t have an advanced capacity to understand as adults do. Mathematics, an essential subject, must be taught in such a way that children can understand and remember.
According to Booker et al., (2014) typical difficulties children experience as they develop their understanding result from misconceptions or gaps in understanding. They also state children often confuse similar sounding names, write numbers in the wrong order and have difficulty comparing numbers. It is vital, according to Booker et al., (2014), to overcome these difficulties and misconceptions, that teachers follow a specific sequence of steps to establish number understanding because when children meet ‘powerful ideas’ for the first time they must be presented in accord with their needs (Booker et al., 2014). Three of the most common confusions or misunderstandings are the confusion of teen numbers, misinterpreting specific vocabulary and confusion relating to the concept of zero. Therefore, to overcome difficulties and misconceptions held by children, teachers must assess students regularly to ascertain if there are any gaps in understanding before moving to the next
A study on fourth and eighth-grade students throughout the years, gives detailed workup on how the students performed on math assessments and many factors that played a role. When tested; students had three levels that classified them in the math sections which were basic, proficient and advanced. These classifications determined where the fourth and eighth graders fall after assessment. There was a slight increase with eighth graders in all sections but only by minimum amount one or two percent. The fourth graders were very consistent and only increase a few times by one or two percent. In 2011, eighty-two percent of the four graders tested had at least basic knowledge, where they could compute the difference of two 4-digit numbers.
Mathematical dialogue within the classroom has been argued to be effective and a ‘necessary’ tool for children’s development in terms of errors and misconceptions. It has been mentioned how dialogue can broaden the children’s perception of the topic, provides useful opportunities to develop meaningful understandings and proves a good assessment tool. The NNS (1999) states that better numeracy standards occur when children are expected to use correct mathematical vocabulary and explain mathematical ideas. In addition to this, teachers are expected
Westwood, P. (2008). What Teachers Need to Know about Numeracy. Chapter 3: The Development of Number and Concepts (pp24-32).
Within early childhood contexts, numeracy skills have been embedded within play, care and learning practices for decades (Doig, McRae, & Rowe, 2003); primary and secondary educational contexts are embedding numeracy skills across the curriculum; as can be evidenced by the introduction of Numeracy as one of the General Capabilities in the Australian Curriculum (ACARA, 2014). Learning mathematics can sometimes be challenging and boring at times, but modern technology and its tools have changed the way students see mathematics in the twenty first century. Almost every school in Australia has an Interactive White Boards that can be used in the classroom to enhancing learning. As students get the opportunity to use ICT as part of
Number sense is one of the most important predictors of later mathematical skill (Jo Van Hoof et al., 2017; Geary, Bailey, & Hoard, 2009; Jordan, Glutting, Ramineni, & Watkins, 2010; Mazzocco, Feigenson, & Halberda, 2011). It is used as an umbrella term that includes several different abilities. The term “number sense” not only includes the ability to subitize and count but to compare and estimate quantities, to use derived fact strategy, to link abstract number knowledge with real world quantities, and to switch between different numerical formats based on context and purpose (Berch, 2005; Gersten, Jordan, & Flojo, 2005; Jordan et al., 2007). For example, a study conducted by Dowker (1998) exemplified the different components of number sense
Since the introduction of the National Numeracy Strategy there in1999 has not been any significant changes to the delivery of arithmetic in England’s Primary schools. Although the figures were promising the Government still felt that an improvement could be made. In light of the quality and performance of mathematics within primary schools the Government commissioned Sir Peter Williams (2008) to undertake an independent review of the teaching of mathematics which led, to many recommendations being made to improve the teaching of such a vital part of the education of primary aged children. The report suggests that the pedagogy of mathematics plays an important factor within the learning of children. The report expresses the implications and positives of teaching children and how this will have an effect on the futu...
I believe that learning mathematics in the early childhood environment encourages and promotes yet another perspective for children to establish and build upon their developing views and ideals about the world. Despite this belief, prior to undertaking this topic, I had very little understanding of how to recognise and encourage mathematical activities to children less than four years, aside from ‘basic’ number sense (such as counting) and spatial sense (like displaying knowledge of 2-D shapes) (MacMillan 2002). Despite enjoying mathematical activities during my early years at a Montessori primary school, like the participants within Holm & Kajander’s (2012) study, I have since developed a rather apprehensive attitude towards mathematics, and consequently, feel concerned about encouraging and implementing adequate mathematical learning experiences to children within the early childhood environment.
S. Gudder once wisely stated, “The essence of mathematics is not to make simple things complicated, but to make complicated things simple.” Many people have different views of mathematics and the role it plays in their life. There are some students who believe that learning mathematics is useless and is not a necessity for their major, and there are others who find math, arithmetic, and numbers easier to process. I find Gudder’s thoughts to be true based on my upbringings and recent experience in my Math 110 course. I used to be one of those students who believed that math was difficult, and I couldn’t understand the logic behind certain problems. My perspective on mathematics has completely changed since I have been in enrolled in this course. I understand now how I can use certain lessons I learn in math in
Science, Technology, Engineering and Mathematics (STEM), looks to build, via a strong cross curricula experience, students who will lead Australia in the coming decades (Office of the Chief Scientist. 2013). This goal is reflected via ACARA (2015), and MCEETYA (2008), each strongly supporting a lifelong learning policy for all Australian schools. The STEM lessons chosen within the two week block reflect this stance in a number of ways. Firstly, STEM lesson one is both designed and scheduled to work with the numeracy block immediately following. The skill set students will be learning in the following numeracy block will be derived from ACARA code (ACMNA083) writing number sentences to represent and answer questions which correlates to the STEM lesson code (ACTDIP009), using software to sort and calculate data (ACARA, 2015). This same theory of cross subject pollination can also be seen in STEM lesson two on Tuesday with the following subject being numeracy (ACMNA083). (See Appendix) Figure 1.1 and 1.2 show how Excel will be used to teach children both the power of the ICT program and how they can use it to assist with numeracy. Additionally via homework exercises students will also begin the cognitive process that data manipulation is conducted within the real world and the speed at which it can be processed allows more learning opportunities or discoveries to be made.
Many parents don’t realise how they can help their children at home. Things as simple as baking a cake with their children can help them with their education. Measuring out ingredients for a cake is a simple form of maths. Another example of helping young children with their maths is simply planning a birthday party. They have to decide how many people to invite, how many invitations they will need, how much the stamps will cost, how many prizes, lolly bags, cups, plates, and balloons need to be bought, and so on. Children often find that real life experiences help them to do their maths more easily.