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Transcript of Numeracy
-predominantly physical visual tools
-restricted applicability (situational) Colloquial 5 steps to solve a written math problem Teachers Can Help Parents Can Help Works Cited Numeracy involves the understanding of and ability to reason with mathematical concepts and processes, not just numbers, to solve everyday problems. Colloquial (Primary) mathematical discourse
Literate (Secondary) mathematical discourse
-classroom math -develops through reflection (metacognition)
-predominantly symbolic visual tools
-universal applicability 1. Read- Read the problem
2. Comprehend- What the question is asking
3.Transformation-Find a strategy to solve the problem
4.Process Skills-Apply the strategy
5. Encoding-Written answer Parents may not feel qualified to help their children with their math homework, but there are many factors working in their favor
-know their child far better than teachers
-already taught their child many things
There are some important things to keep in mind when parents are helping their children
-attitude counts (be positive)
-problems can be solved in many different ways
-wrong answers can help
-doing math in your head is important
-it's okay to use a calculator Numeracy Impact Take your numeracy self-assessment at:
http://www.hrsdc.gc.ca/eng/workplaceskills/LES/pdfs/assessment/numeracy_self_assessment.pdf -The typical math lesson uses this pattern: review, present new information, and study/assistance time. However, to get students to develop numeracy, the teacher needs to avoid using this pattern of teaching.
-Teachers can help students develop numeracy by:
Incorporating technology into math
Building on students' prior knowledge
Including context in math problems
Integrating math into other subjects Poor numeracy skills can negatively affect many aspects of a person's life:
-feel embarrassed, affecting self-esteem and confidence
-more likely to be unemployed
-high rate of school exclusion
-more likely of truancy
-more likely to have poor numeracy skills if student has social, emotional, or behavior difficulties To become numerate, students need:
Mathematical know-how: Knowing and understanding mathematical ideas (e.g., addition, subtraction, place value, measurement, etc.) of the math problem
Contextual know-how: Understanding the contextual features of a math problem
Strategic know-how: Having problem-solving strategies readily available to solve the math problem with Your Numeracy Cole, M, & Sfard, A. (n.d.). Literate Mathematical Discourse: What is it and Why
Should We Care?. Retrieved from http://lchc.ucsd.edu/vegas.htm
Kimpton, D. (1995). Can Parents Help with Math?. Retrieved from
Darby, L.B., & Kanter, P.F. (1999, June). Helping Your Child Learn Math.
Retrieved from http://www2.ed.gov/pubs/parents/Math/intro.html
State of New South Wales Department of Education and Communities. (2011). Newman's Prompts.
Retrieved from http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/numeracy/newman/index.htm
National Numeracy. (2013). Why is Numeracy Important?. Retrieved from
Romberg, T.A. (2001, October). Mathematical Literacy: What Does it Mean for School Mathematics?.
Wisconsin School News. Retrieved from http://ncisla.wceruw.org/publications/articles/OctMathWASB.pdf
What Works: The Work Program. (2013). Numeracy. Retrieved from
http://www.whatworks.edu.au/upload/1282272495845_file_4Numeracy.pdf For a shorter video of the 5 steps, visit: http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/numeracy/newman/index.htm