Numeracy across learning

Numeracy across learning

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  Numeracy across LearningAndrew Gallacher Maths Co-ordinator PGDE Secondary Course Leader
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  Building the Curriculum1 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.
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  What does itmean 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.
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  Numeracy: Wills &Hogan (2000) 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 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:
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  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:
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  Mathematics is notmy specialism. How will I contribute to the development of numeracy skills?
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  Teaching strategies fornumeracy
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  How are thenumeracy outcomes structured?
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  Establishment approaches: practical
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  What now? [email_address]