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
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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
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.
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.
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
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
While numeracy and mathematics are often linked together in similar concepts, they are very different from one another. Mathematics is often the abstract use of numbers, letters in a functional way. While numeracy is basically the concept of applying mathematics in the real world and identifying when and where we are using mathematics. However, even though they do have differences there can be a similarity found, in the primary school mathematics curriculum (Siemon et al, 2015, p.172). Which are the skills we use to understand our number systems, and how numeracy includes the disposition think mathematically.
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
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.
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.
With the introduction of the structured National Numeracy Strategy in 1999 mathematics began to improve. Research by the House of Commons (2008-9:1) getting better results states that in 2008, 79% of primary aged pupils in key stage 2 (11 year olds) met the Governments expected standards reporting that these results were the best ever recorded. Thus, supporting the notion that the introduction of the strategy had had a positive effect on the teaching and learning of mathematics. But, the report also suggests that vital improvements are still needed to be made, clearly, it suggests that there is still a substantial amount of gaps that need to be filled to enhance the performance of pupils at primary level.
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
The early acquisition of mathematical concepts in children is essential for their overall cognitive development. It is imperative that educators focus on theoretical views to guide and plan the development of mathematical concepts in the early years. Early math concepts involve learning skills such as matching, ordering, sorting, classifying, sequencing and patterning. The early environment offers the foundation for children to develop an interest in numbers and their concepts. Children develop and construct their own meaning of numbers through active learning rather than teacher directed instruction.
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
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.
The final assessment piece for term 1 is a personal reflection that is centered around our previous quiz results. These past few weeks each student was asked to complete a quiz based on numeracy and literacy concepts that are important to our development as a 21st century teacher. These skills are an important concept to all teachers as they are used on a daily basis, sometimes even subconsciously. Numeracy practises are a skill that teachers are required to be competent in. this component i find myself confident of as i have previous experience as a stage manager for theatre productions, working at markets and as a waitress in a local cafe. This confidence is backed up by my scoring on the final quiz, that was based on numeracy practices, achieving a 10/10. These skills will be more than adequate in teaching Biology and Geography in the eventual completion of this course. Continue use of these practises will constantly improve my ability.
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.