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o All staff should appreciate that they have a shared responsibility to teach numeracy regardless of subject discipline.
o All staff should be confident in a range of numeracy strategies.
o All students must be confident in using and applying a range of numeracy skills and strategies independently across the curriculum.
Here are a few subject specific examples:
Science - Standard form starter using planet dimensions
Geography - Rounding and estimation in the context of population density
Art - Identifying lines of symmetry
Art - Mixing paint in a ratio context
Food technology - Ratios in a recipe context
Food technology - Reading scales
English - Venn diagrams for comparing similarities and differences between texts
History - Data trends over time – describing the relationship
History - Timelines, sequencing data
Business Studies - Calculating percentages
Languages - Mental arithmetic questions in a foreign language
Technology - Produce an accurate scale drawing using a scale factor
Technology - Taking accurate measurements
To highlight aspects of numeracy that could be implimented across all subjects
To demonstrate where students are at each level so numeracy in your lessons can be aimed at the correct level
To give strategies to assist students in using correct numeracy in lessons
I'm sorry to say that the subject I most disliked was mathematics. I have thought about it. I think the reason was that mathematics leaves no room for argument. If you made a mistake, that was all there was to it.
Malcom X
‘An ‘at-homeness’ with numbers and an ability to cope with the mathematical demands of everyday life.’
Cockcroft report, 1982
…the ability to understand, interpret and present numerical data in a range of forms appropriate to different audiences select and apply numerical methods to problem solving
NCC Core Skills, 1990
‘…(an ability) to cope with the mathematical demands of other subjects, (without being) held back through lack of mathematical knowledge or poor basic skills.’
Ofsted – ‘Inspecting Subjects 11 – 18’, 1999
If students need to solve number problems in your lessons, support them to solve them mentally.
Don’t explain to them how you would do it straight away … encourage them to reflect on their own knowledge about numbers first.
Don’t hand them a calculator! (Plan your calculator use)
Do not worry about your difficulties in mathematics, I assure you that mine are greater.
huit plus neuf
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