Supporting Numeracy SN1014 – with thanks to Maggie Finney

National strategies Recently, strategies have been recommended for both literacy and numeracy. Key Stage 1 and 2: the National Numeracy Strategy (NNS) is recommended. The mathematical strand of Key Stage 3 National Strategy builds on this The NNS states that: ‘Numeracy is a proficiency which involves confidence and competence with numbers and measures’

The National Numeracy Strategy Outlines skills that a numerate pupil should have by the age of 11. These include: Having a sense of the size of number Knowing number bonds/ tables Doing mental calculations Doing paper and pencil calculation Using a calculator appropriately Approaching number problems correctly Estimating measurements and so on (See NNS documentation)

Who has difficulties? Ann Dowker (2004:p4) states that: ‘The main conclusion one can gain from most studies is that many children have difficulties with mathematics, and a significant number have relatively specific difficulties with mathematics. Such difficulties appear to be equally common in boys and girls’

Mathematical difficulties Dowker (2004) suggests that some areas do appear to create more problems than others including: Memory for arithmetical facts Word problem solving Representation of place value Ability to solve multi step arithmetical problems However it must be remembered that some individuals have very significant difficulties – eg: having always to count using one to one correspondence (e.g. one finger is one object)

Pre-requisite skills needed to support numeracy learning Some children may not have developed the necessary pre-requisite skills. Sharma (1981)says these are important: Classification of objects Matching and one to one correspondence Ordering and sequencing Spatial organisation Visualisation Pattern recognition Estimation Deductive and inductive thinking

Skills in learning numeracy Also need to think about other factors in the development of numeracy skills including: Attention and on-task behaviour Vision and hearing Language skills Short term memory

Language skills Language is very important in the development of numeracy. This may include concepts we use in many ways in everyday life but are more specific in numeracy. In pairs: Write down how many ways the sums 8+2= and 7-3= can be expressed How can you help children understand mathematical language in a lesson.?

‘Inch worms and grasshoppers’ A child’s different learning styles in maths will also impact on progress Ashcroft (1998) suggested quantitative learners are ‘inch worms’ whilst qualitative learners are ‘grasshoppers’

Group Work In groups Discuss any support you may be involved with in numeracy. Consider the ways you have used to assess any difficulties pupils were having in numeracy. Choose one situation and consider what support was effective, with some reference to learning techniques and language used.

Your own maths skills If, like me, you are not confident about your own maths skills, here are some good sites to go to cy.aspxhttp:// cy.aspx (this is the TDA site for the teacher numeracy tests) ources/livesite/index3.cfm?pf=displayIn tro&exid=30http:// ources/livesite/index3.cfm?pf=displayIn tro&exid=30 (have a go at this – a test at Level 1 numeracy!)

Maths lecture Please look on the webfolio for an excellent presentation which will competently explore many aspects of primary maths. It is called Maths Lecture. Also, here is the link to the TDA stuff on secondary maths knowledge for HLTAsTDA stuff