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Copy of Incorporating Numeracy Across the Curriculum
Transcript of Copy of Incorporating Numeracy Across the Curriculum
-Intradisciplinary curriculum – focuses on a single discipline
-Interdisciplinary curriculum – focus on one discipline, but uses other disciplines to support the content of the first domain (e.g. by establishing relevance or content)
-Integrated curriculum – disciplinary boundaries dissolve completely as concepts and methods of inquiry from one disciple are infused in another
(Huntley, 1998) Numeracy Across the Curriculum What is numeracy and why is it important?
The numeracy capability
Why numeracy should be integrated across all curriculum areas
Practical strategies to incorporate numeracy in the classroom Today's Aims It's not just the responsibility of maths teachers What is mathematics? What is numeracy?
Is there a difference? Numeracy involves students in recognising and understanding the role of mathematics in the world.
Everyday activities like shopping, paying bills, budgeting, reading newspapers and even understanding the weather use numeracy skills.
Therefore it is important that our students are comfortable and confident with numeracy. Why is numeracy important?
Mathematics is the knowledge that is learned in the maths classroom. Definition “Literacy and numeracy and knowledge of key disciplines remain the cornerstone of schooling for young Australians."
Melbourne Declaration, 2008
"All learners are entitled to become numerate" CEO Numeracy strategy,2012 Australian Curriculum There are many issues related to helping students to become numerate.
They can lack knowledge and confidence.
Might not be able to see the relevance of mathematical knowledge and see no need to be numerate in their future. Numeracy - A student's worst nightmare Why is it important to integrate numeracy across the curriculum? "When are we ever going to use this in real life?" The importance of integrating numeracy Responsibilities for non-mathematics teachers Who is responsible for integrating numeracy into an English unit of work? The English teacher or the Mathematics teacher?
There are often difficulties when trying to communicate across departments in a school.
Non-mathematics teachers may lack confidence in their own ability to teach numeracy.
In the past, a lack of explicit guidance from governing bodies and curriculm developers has led to a lack of knowledge of curriculum integration. Speed bumps along the road to numeracy integration Three forms of numeracy integration Different ways of integrating across different subject areas ACARA - Draft K-10 Australian Curriculum Consultation Report – July 2010 Numeracy is the ability to understand and work with numbers. Numeracy is a general capability in the Australian Curriculum.
General capabilities are to be incorporated across all subject areas - interdisciplinary learning.
Students need to know how mathematics and numeracy will benefit them in their everyday lives.
Mathematical connections with other subjects allow students to make connections in the real world.
Students need to realise that:
- maths is constantly used outside the maths classroom
- numerate people apply maths skills in familiar and unfamiliar situations
Cross-curriculum integration of numeracy contributes to students' broader understanding of numeracy while enriching the study of other learning areas. •identify the specific numeracy demands of your teaching area
•provide learning experiences and opportunities that support the application of students’ mathematical knowledge and skills
•use the language of numeracy in your teaching as appropriate. 1. Natural Integration
EG. Health Class mathematics may be required to understand the effect of alcohol on the body.
2. Teacher-Initiated Integration
EG. French teacher may make the students use exchange rates to calculate travel costs.
3. Student-Initiated Integration
Numeracy demands can arise because of what a student chooses to pursue. Goals The primary goals when implementing a connected curriculum should be to:
-Enhance teachers' content understanding in order to increase teacher confidence
-Promote the implementation of standards-based teaching practices in classrooms. Ratio & Proportion - Comparing sizes
Plane and 3D Shapes - Visualising and representing real world objects
Measurement (Length, area, volume, angle) - To understand and interpret size and mass
Data Collection & Statistics
Averages - Mean, median, mode - To find general trends in data
Percentage - Fractions & Decimals - To understand proportions of objects or groups
Time Lines Examples of numeracy activities If you were travelling 80 kilometres per hour, how long would it take you to travel 80 kilometres? Can you think of examples where numeracy was taught or needed in another subject? Organising elements
The Numeracy learning continuum is organised into six interrelated elements: These elements are drawn from the strands of the Australian Curriculum: Mathematics as shown in the table below: