Introducing the Numeracy continuum K-10

During this session, you will ….. discuss what is numeracy consider the importance of numeracy within the new NSW K-10 syllabuses learn about the key features of the print and interactive numeracy continuum discuss how the Numeracy continuum K-10 can support teaching at a whole school level and at a classroom level and be used to monitor student progress.

What is numeracy? What do you think numeracy is? Discuss with a partner. The syllabus states that numeracy involves drawing on knowledge of particular contexts and circumstances in deciding when to use mathematics, choosing the mathematics to use and critically evaluating its use. To be numerate is to use mathematics effectively to meet the general demands of life at home and at work and for participation in community and civic life.

Numeracy in the new NSW syllabuses Numeracy is one of the seven general capabilities in each of the new NSW K-10 syllabuses. Students become numerate as they develop the confidence, willingness and ability to apply mathematics in their lives in constructive and meaningful ways. It is important to address the mathematical language used within the content of each syllabus. As students progress through the school years, the language and numeracy demands placed on them increase as the subjects they are learning about become more distinct from each other. Numeracy is relevant and important across the range of learning areas K-10, in further education and in everyday life. Each curriculum area develops an increasingly distinct subject specific Numeracy. This is what makes a history text look different from a science text or a maths text. Numeracy is evident in the Curriculum areas as it is tagged with a symbol representing a calculator. Empowering students in mathematics depends on teachers helping students to make a connection between the language used to teach mathematics and their construction of mathematical knowledge.

Knowledge of the Numeracy continuum Handout the Know, Want to know , Learnt proforma to participants. Have the participants individually record what they Know about the continuum and what they Want to know in the first two columns of the proforma. Encourage the participants to record throughout the session, things that they have Learnt in the third column. These recordings could be shared with the whole group.

Research underpinning the Numeracy continuum The Numeracy continuum K-10 developed from the Count Me In Too Learning Framework in Number. It represents a synthesis of extensive national and international research over the past 20 years. The continuum underpins State developed numeracy programs including Best Start, Targeted Early Numeracy (TEN), Count Me In Too (CMIT), Counting On and Taking Off With Numeracy (TOWN).

What is the Numeracy continuum? The Numeracy continuum describes how students progress from using simple to increasingly sophisticated strategies in order to solve number and measurement problems. It supports teachers’ understanding of how students develop numeracy concepts by providing an explicit framework of students’ strategies and understandings across critical aspects of numeracy. The aspects described should not be regarded as distinct from one another nor developing in a fixed order. Rather the aspects are overlapping and interrelated. The aspects increase in sophistication going across the levels. Some aspects cover outcomes from the early years but the knowledge and skills are built on in other aspects.

An overview of the Numeracy continuum K-10 . Read the pamphlet, An overview of the Numeracy continuum K-10 and discuss with a partner the list of suggested ways that the continuum can be used to support teaching. Which points from the list are you already implementing without using the continuum? How could the continuum support these areas in the future? How could you use the continuum to support other areas on the list? Distribute copies of the An overview of the Numeracy Continuum K-10 pamphlet.

Supporting students’ numeracy learning Where is the student now? How do I know? How will I know that the student has progressed? Where does the student need to go next? How will I support the student to move there? It is important that teachers identify what each student knows and where each student is on the numeracy continuum. The continuum will guide where students need to go to next. Discuss how the continuum can be used to support the teaching and learning cycle.

The language of the Numeracy K-10 continuum Understanding of the levels and mathematical terms in the continuum is crucial for the deep understanding.

The language of the Numeracy K-10 continuum ? A B C A group that is repeated a number of times. The student is able to keep track of the number of items in the group and the total number of groups.

The Numeracy continuum website The interactive Numeracy continuum K-10 provides a detailed explanation of each of the seven aspects on the continuum. Video clips show students completing assessment tasks to clarify the levels within an aspect. Interactive icons are used on the continuum chart to explain the interrelated nature of the aspects. For example, students will not be able to access the Place Value aspect unless they are at least Counting-on-and-back in the Early Arithmetical Strategies. http://numeracycontinuum.com/

Introduction to the interactive Numeracy continuum Watch the introductory video from the Numeracy Continuum website. http://www.numeracycontinuum.com/

What have you learnt? Return to the Know, Want to know, Learnt proforma. Add further comments to the Learnt column. Share your recordings with a partner or the whole group.

Exploring the Numeracy continuum To explore the Numeracy continuum in greater depth, view the resource, Using the numeracy continuum with the new Mathematics K-10 syllabus. http://www.tale.edu.au/tale/live/teachers/shared/BC/using_continuum.pdf