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Numeracy across LearningAndrew Gallacher
Maths Co-ordinator
PGDE Secondary Course Leader
Building the Curriculum 1
All teachers have responsibility for promoting the development of numeracy.
With an increased emphasis upon numeracy for all young people, teachers will need to plan to revisit and consolidate numeracy skills throughout schooling.
What does it mean to be numerate?
Being numerate is about having the disposition and competence to use mathematics to meet the general demands of life at home, in work, learning and for participation in community and civic life.
It requires the capacity to identify and understand the role mathematics plays in the world, to make mathematical judgements and engage with mathematics in ways that meets the needs of the individuals in their current and future lives.
Numeracy: Wills & Hogan (2000)
Knowing (or learning) the concepts, procedures and skills which comprise the content of school mathematics
Knowing (or learning) the concepts, procedures and skills which comprise the content of school mathematics
Knowing (or learning) the meaning and sense of mathematical terms and processes as used within particular contexts
Knowing (or learning) the meaning and sense of mathematical terms and processes as used within particular contexts
Having (or developing) the orientations and strategies to manage one’s way through routine or non-routine problem situations
Having (or developing) the orientations and strategies to manage one’s way through routine or non-routine problem situations
Being (becoming) numerate then involves a blend of three types of know-how:
Numeracy: Wills & Hogan (2000)
Being (or becoming) a fluent user of mathematics in familiar settings
Having (or developing) a capacity for the deliberate use of mathematics to learn
Having (or developing) a capacity to be critical of the mathematics chosen and used.
Being (becoming) numerate then involves being able ( learning to) take on three roles:
Mathematics is not my specialism. How will I contribute to the development of numeracy skills?
Teaching strategies for numeracy
How are the numeracy outcomes structured?
Establishment approaches: practical
