2. The Numeracy Project Intro. The Framework The Diagnostic Interview Wai/BOP SNP Pilot Project Hogan The Numeracy Project Intro. The Framework The Diagnostic Interview Wai/BOP SNP Pilot Project Hogan

3. Goals… to develop an understanding … of the numeracy project of the stages of the N UMPA test and develop skills to use the N UMPA test. of the numeracy project of the stages of the N UMPA test and develop skills to use the N UMPA test.

4. The Numeracy Project Teachers are key figures in changing the way mathematics is taught and learned in schools. The project is about the pedogogy of mathematics education. Teachers are key figures in changing the way mathematics is taught and learned in schools. The project is about the pedogogy of mathematics education.

5. Why Mathematics? Learning how to think through the media of mathematics. Mathematics has practical applications. Learning how to think through the media of mathematics. Mathematics has practical applications.

6. The Stages Broadly these are COUNTING ADDING GROUPING The more mathematics one knows the more mathematics one will use. Broadly these are COUNTING ADDING GROUPING The more mathematics one knows the more mathematics one will use.

7. The Stages One to one, from 1, imaging, counting on Early adding, advanced adding Early grouping, advanced grouping Proportional thinking And the knowledge that is used to build these ideas and ways of thinking. One to one, from 1, imaging, counting on Early adding, advanced adding Early grouping, advanced grouping Proportional thinking And the knowledge that is used to build these ideas and ways of thinking.

8. The Stages Barriers can be developed by children that can be quite difficult to remove. Counters need to see easier ways to find the total. Adders need bigger numbers. Groupers need propblem solving. Barriers can be developed by children that can be quite difficult to remove. Counters need to see easier ways to find the total. Adders need bigger numbers. Groupers need propblem solving.

9. The Stages Progression is dependent on being fluent with the ‘group’ idea. Fraction +, -, x and / all need multiplication. Likewise, multiples, formula, powers, area, volume, factors, primes, trig... Progression is dependent on being fluent with the ‘group’ idea. Fraction +, -, x and / all need multiplication. Likewise, multiples, formula, powers, area, volume, factors, primes, trig...

10. NUMPA Diagnostic Interview Get the data from your contributing schools! The test exposes the strategies with which the student is currently operating. Get the data from your contributing schools! The test exposes the strategies with which the student is currently operating.

11. NUMPA Diagnostic Interview This is done before the year begins so that the data has been used to establish groups and lessons. Use the data from contributing schools. Other students can be interviewed one on one to establish the data. This is done before the year begins so that the data has been used to establish groups and lessons. Use the data from contributing schools. Other students can be interviewed one on one to establish the data.

12. NUMPA Diagnostic Interview Any written test measures knowledge only. The interview is recorded on paper and is a vital communication so that the students can explain answers. Answers given are not marked or judged. It is the thinking that is being measured. Any written test measures knowledge only. The interview is recorded on paper and is a vital communication so that the students can explain answers. Answers given are not marked or judged. It is the thinking that is being measured.

13. NUMPA Diagnostic Interview ACTIVITY! Observe an interview and discuss the results. Your turn…interview a student And another…and another. Discuss the process and the data ACTIVITY! Observe an interview and discuss the results. Your turn…interview a student And another…and another. Discuss the process and the data

14. NUMPA Diagnostic Interview Discuss management of the test storing the data Book 2 grouping students target teaching classroom management Discuss management of the test storing the data Book 2 grouping students target teaching classroom management

15. SNP Project Once we know the stage for each student the teacher is able to pose suitable questions be happy with a student answer measure progression report on progression, attitude and effort Teachers have a responsibility to meet the needs of each student. Once we know the stage for each student the teacher is able to pose suitable questions be happy with a student answer measure progression report on progression, attitude and effort Teachers have a responsibility to meet the needs of each student.

16. SNP Project Discuss management of groups managing equipment schemes that are flexible to range 3 stages sharing ideas and joint planning testing, formative, summative or any? journals and mathematics books. Discuss management of groups managing equipment schemes that are flexible to range 3 stages sharing ideas and joint planning testing, formative, summative or any? journals and mathematics books.

17. YOUR TASK You are to interview your students or otherwise obtain the numeracy data needed. The next workshop deals with interpreting the data and matching the data to the Framework and Knowledge Books 1 and 4. You are to interview your students or otherwise obtain the numeracy data needed. The next workshop deals with interpreting the data and matching the data to the Framework and Knowledge Books 1 and 4.

18. The end