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Maths v Numeracy
Transcript of Maths v Numeracy
in the real world
Maths and numeracy in the classroom
Maths Vs Numeracy
In the past, maths and numeracy have been thought to be the same, and although similar, the terms and explanations of numeracy and mathematics can be differentiated.
Numeracy can be seen as
The ability to use maths in real life, for example; problem solving, following a recipe or reading a bus time table.
Maths can be seen as equations that we can use beyond numeracy and everyday things such as; Calculus, quadratic equations and statistical analysis (National Numeracy,2013).
Maths v Numeracy
Foreman and Steen explain that as times have changed, so has the need for schools to teach more realistic approaches to maths and focus on functional addresses and include more numeracy based learning in the curriculum (L.Foreman and L.Steen, 1999).
Steen explains that students need to be taught more about the maths they can use in their everyday lives “Mathematics would be presented in contexts that make sense to the learner. For example, commonly used topics such as data, graphs, and logical analysis would be stressed as much as formulas and algorithms so that students see mathematics as a tool for everyday decisions” (Steen, L.A (2001).
Steen states that “Numeracy is not the same as mathematics, nor is it an alternative to mathematics. Mathematics is abstract and Platonic, offering absolute truths about relations among ideal objects. Numeracy is concrete and contextual, offering contingent solutions to problems about real situations. Mathematics asks students to rise above context whereas quantitative literacy is anchored in the messy contexts of real life. Truly, today's students need both mathematics and numeracy” (Steen, L. A. (2001).
image 3. National numeracy for everyone for life (2013)
Maths is everywhere!!!
Maths and numeracy
Maths and numeracy are "same same, but different"
Both maths and numeracy are very similar.
Some similarities we can see in maths and numeracy are;
Both use numbers
Both can be seen in everyday life thru day to day activities and thru natural phenomena e.g. - the Fibonacci sequence
Both Maths and numeracy are needed to be able to live an effective and well informed life.
The national council on education and discipline state that "Numeracy is of value not only for earning a living but also for leading an informed life. (NCED, 2001)
In the classroom, children can learn both maths and numeracy through activities and lessons such as creating a budget.
For example; while working out a budget for living expenses, both maths and numeracy are involved.
Maths is seen when;
Calculating the numbers
Using formulas to work out the weekly or monthly spend
Dividing the numbers throughout the budget.
Numeracy is seen when;
We are able to comprehend the budget
When putting it in to place into real life situations
When working out whether you have gone over your budget.
"While there are many complex factors, physical, psychological, economic and sociological, which account for each child’s school performance, the basic cause of failure is the schooling process itself. Students do not enter school as failures. When students ‘fail’ it is the practices which teachers and administrators individually and collectively employ that are at fault." Lembo (1971,p.7)
Differences between maths and numeracy when baking muffins! yum yum!!
When baking muffins, we are using
Measuring the ingredients
Subtracting if somebody eats a muffin
Dividing the mixture evenly in the pan
When baking muffins, we are using
Following the recipe
When putting all ingredients together to make the muffin
Eating the muffins after choosing which one to consume
So, maths is important!
What are some ways that teachers can enable maths to be exciting in the learning environment?
CREATING A BUDGET
Maths is everywhere!
Everyday maths occurances in the classroom
Maths and numeracy are both vital skills that children need to learn to become successful in all areas of their lives, for now and for their future, including their careers. Maths is everywhere, and we use mathematical functions every day from the patterns in our clothes to reading a road map, to measuring formula for a child’s bottle, even to the formation in the brick work of a home.
Foreman and Steen state that
“The diverse contexts of daily life and work provide many realistic views of functional mathematics--of the mathematical practice underlying routine events of daily life” (L.Foreman and L.Steen, 1999).
Throughout this presentation, it discusses Maths and Numeracy, the differences between the two, and how educators can help make maths fun and exciting in their learning environments.
It is vital that teachers help create an exciting learning environment in all subjects, but particularly, in maths.
They can do this by creating lessons that are appealing and that children can relate to and see that they can use the information in the real life.
Steen states "For lasting learning to take place, mathematics must be seen by students as offering a context that is functional and relevant. Moreover, it must be about things that students recognize in the world around them. By relating mathematics to real contexts, teachers can help students make sense of why and how mathematics is used."(Steen, L.A, 2001)
"Whether browsing the web, interpreting a pay slip, giving medicine to children, cooking, watching or listening to the news, working out personal finances, or taking part in elections, 21st century citizens need to be numerate to be able to function effectively in society" (National Numeracy, (2013).
Creating a fun, engaging cooking lesson is a great way for teachers to help make maths and numeracy fun! Using measurements and following the recipe is all a part of the learning experience.
Maths is everywhere you look, it is in nature all around us, and teaching this to children can be exciting and engaging!
Children’s early learning influences their life chances.
Wellbeing and a strong sense of connection, optimism
and engagement enables children to develop a positive
attitude to learning.
(EYLF, Commonwealth of Australia, 2009,p9)
Patterns are everywhere we look, they are found in construction materials, from the tiles in a bathroom to the bricks in a house, footpaths. We can see patterns almost everywhere we go.
We can teach children in the classroom with patterns through exciting worksheets where children can make their own patterns with pictures. With the worksheet pictured on the right, children can put the pictures in order from largest to smallest, alternating colours, or in a number pattern.
Lessons involving patterns like this encourage children to "Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings" (ACMNA005) as represented in the Australian Curriculum for the foundation year.
Patterns can also be taught to children through music as seen in this you tube clip. It teaches them about patterns and how they are everywhere around us. Teaching with interactive, fun and memorable ways will help each child see maths as interesting and fun and no longer a daunting or boring experience. "A national mathematics curriculum that promotes enjoyment and confidence in mathematics and that emphasises in-depth knowledge of content, enables Australia’s future citizens to be sufficiently well educated mathematically" (National Curriculum Board, 2009).
The importance of Maths in the Australian curriculum
This you tube clip gives a great insight into the fibonacci sequence.
Teaching fun and exciting maths in the classroom
Teachers can create fun and engaging lesson plans that children can relate to, making the learning experience memorable.
It has been explained that "Students can become disengaged by a lesson and curriculum that does not connect with them, their lives, interests or prior knowledge"(Van Kraayenoord (2002).
Students can be given three thousand dollar’s worth of fake printed out money.
Holiday destinations options such as Fiji, Thailand or Queensland can be given, along with the price that it will cost them. Accommodation and flight options are given also.
Whilst being supervised by their teacher, children can work out the best option suited to their budget.
This activity would be represented within the Australian Curriculum for Grade 2 students who will be able to Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028) (ACARA, n.d)
Teaching fun and exciting maths in the classroom
Children will be given a recipe for baking muffins. They will be supplied with the ingredients and will work in small groups, assisted by an adult. After they have used both their maths and numeracy skills, children get to taste and take home the finished product, making it even more fun for all.
This activity is represented in the Australian Curriculum for children to "Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)" (ACARA, n.d)
As mentioned in the EYLF, It is important that "All children have the best start in life to create a better future for themselves and for the nation"(EYLF, 2009).
Although different, both Numeracy and Mathematics are vital in this day and age. It is important that educators follow school curriculum and guidelines to help children succeed to the best of their ability. Maths and Numeracy are vital subjects that must be encouraged more in schools to provide knowledge in areas that today’s society are lacking.
Mathematics can be a daunting subject, but with the right tools, educators can help make it a fun and exciting subject for all students. Through innovative Lesson plans children can gain a more positive outlook on mathematics.
THANKS FOR WATCHING!!
The Fibonacci sequence is the series of numbers:
0, 1, 1, 2, 3, 5, 8, 13, 21, 34,...
The next number is found by adding up the two numbers before it.
It is seen everywhere throughout nature, from flower petals, pine cones, shells and even in bananas!
In the classroom, teachers can plan a lesson of counting flower petals to see what numbers they add up to. All flowers will add up to one of the Fibonacci numbers!
Playing shops in the classroom...
Adding up the costs
Subtracting costs of items purchased
Spending the money
Reading the price tag
Paying for items
Vygotsky believes that people learn more effectively in groups. He suggests learning is best through social activity and believes people learn more effectively this way. (Overall,L. (2007)
In the classroom, teachers can create a maths and numeracy lesson plan such as "Playing Shops" where children can purchase items from a shop made up of everyday items.
Counting their money and spending it is a great way to incorprate maths and numeracy into the classroom whilst being socially active, communicating with peers, all whilst learning how to use maths and numeracy effectively.
Although very similar, maths and numeracy are different. Some differences between maths and numeracy are;
Maths is taught and used more in the classroom and numeracy is used in home time, in real life situations
Maths is more complex with sums and equations where is numeracy is used in a simpler more practical understanding
Maths is Algebra, geometry, trigonometry, and analysis where numeracy is more resources, information, systems, and technology (Steen.L,A. 2001)
Below are a few examples of the differences in maths and numeracy when baking muffins.
km records (2012)