1. Embedding Maths Emma Hayward BSc (Hons) QTS QTLS MSET
NCETM Professional Development Accredited Lead for FE
Monday 15th May 2017 1

2. Aims By the end of this session you will be able to...
Explain why maths is important for your learners.
Understand the difference between Process skills and Coverage.
Give examples of maths skills required in your area.
Understand what outstanding embedding looks like.
Develop strategies and resources that support embedding maths in your sessions.
Identify areas for personal maths development.

3. Why is Maths Important?
“Good numeracy is the best protection against unemployment, low wages and poor health.”
Andreas Schleicher, OECD.

4. Why is Maths Important?

6. What is Maths/Numeracy?
Mathematics – The abstract science of number, quantity, and space. Numeracy – The ability to understand and work with numbers.

7. Mathematics Content Assessment Objectives Number Ratio & Proportion
Algebra
Shape & Space
Handling Data
accurately recall facts, terminology and definitions.
use and interpret notation correctly. 
accurately carry out routine procedures or set tasks requiring multi-step solutions.
AO1: Use and apply standard techniques
make deductions, inferences and draw conclusions from mathematical information.
construct chains of reasoning to achieve a given result.
interpret and communicate information accurately.
present arguments and proofs.
assess the validity of an argument and critically evaluate a given way of presenting information.
AO2: Reason, interpret and communicate mathematically
translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes.
make and use connections between different parts of mathematics.
interpret results in the context of the given problem
evaluate methods used and results obtained.
evaluate solutions to identify how they may have been affected by assumptions made.
AO3: Solve problems within mathematics and in other contexts

8. Numeracy Coverage Process Skills
C2.1 Understand and use positive and negative numbers of any size in practical contexts
C2.2 Carry out calculations with numbers of any size in practical contexts, to a given number of decimal places
C2.3 Understand, use and calculate ratio and proportion, including problems involving scale
C2.4 Understand and use equivalences between fractions, decimals and percentages
C2.5 Understand and use simple formulae and equations involving one- or two-step operations
C2.6 Recognise and use 2D representations of 3D objects
C2.7 Find area, perimeter and volume of common shapes
C2.8 Use, convert and calculate using metric and, where appropriate, imperial measures
C2.9 Collect and represent discrete and continuous data, using ICT where appropriate
C2.10 Use and interpret statistical measures, tables and diagrams, for discrete and continuous data, using ICT where appropriate
C2.11 Use statistical methods to investigate situations
C2.12 Use probability to assess the likelihood of an outcome

9. Being Numerate
National Numeracy define being numerate as ‘having the confidence and ability to use the right mathematical tools and processes in everyday life. This involves reasoning, solving problems and making decisions and requires a willingness to persist with different approaches’.

10. Maths is not only about learning topics, but also about the way learners tackle a problem logically which can be an important employability skill.
MEI. (March 2015) Contextualising post-16 GCSE Mathematics: a toolkit A guide to developing contextualised teaching and learning resources, DFE.

11. Embedding Maths/Numeracy
What is embedding?
When tutors identify and make use of opportunities for building learners numeracy skills within their own areas.
These opportunities should not be forced but occur naturally like measuring weights, costing items, calculating times of events etc... as learners are less likely to engage if the opportunities are not realistic.
Embedding is most effective when tutors are aware of their learners numeracy strengths and weaknesses (meaningful IA).

12. Embedding : Ofsted

13. Strategies & Resources: For Planning
The Embedding Numeracy Wheel
Draw a circle in the middle of the paper.
Divide it into your planned Units.
Add another wheel around the inner wheel like a tyre.
Identify what maths is in each unit already - be specific
eg adding cash in the salon; measuring tyre pressures; weighing feed mix.
Add another wheel around the outside.
Add what extra maths/numeracy areas you could include.

14. Strategies & Resources: For Planning
MEI: The Context Grid, a spreadsheet supporting contextualised maths.
National Numeracy website which supports Maths/Numeracy development.

15. Strategies & Resources: For Delivery
Highlight Maths/Numeracy skills used in sessions.
Record topics discussed in sessions.
Learners and/or tutors to demonstrate methods used.
Learners to identify where maths/numeracy links occur.

16. Strategies & Resources: For Delivery
Where is the Maths?

17. Strategies & Resources: For Delivery
Daily Rigour
Corbettmaths: 5-a-day

18. Strategies & Resources: For Delivery
Share links to websites which support Maths/Numeracy development.

19. Personal Development
The NCETM have a self evaluation tool which you can use as an individual or as a group to identify strengths and areas for development.
National Numeracy have The Challenge Online which is part of the National Numeracy Challenge.
It is a free, confidential and simple to use website, designed to assess your everyday maths skills and give you the tools to learn in manageable steps, building confidence along the way.

20. Review and Reflect By the end of this session you will be able to...
Explain why maths is important for your learners.
Understand the difference between Process skills and Coverage.
Give examples of maths skills required in your area.
Understand what outstanding embedding looks like.
Develop strategies and resources that support embedding maths in your sessions.
Identify areas for personal maths development.