Transcript Numeracy Across the Curriculum

Numeracy
Across the
Curriculum
Chris Olley
[email protected]
What does it amount to?
A
consistent approach across the
school to support all students
develop their (mental) numeracy.
A consistent mathematics across the
school
Integrated problem solving
involving mathematical
methods
217 – 168
23  6
232  8
147 + 154
231  7
In your head!
Albert
Einstein
(1879-1955)
Do not worry about your difficulties
in mathematics, I assure you that
mine are greater.
Is it an add miss?
Your
colleagues were taught at
school to look at the operation to
decide the method.
In the NNS you look at the numbers.
Numeracy Support
 Students
are practiced in ways of
thinking that they have learned through
the National Numeracy Strategy.
 They can be quickly prompted into these
ways of thinking with open questions.
 Everyone can use mental methods if they
can find numbers they are
comfortable with.
Questions
 “Can
you see numbers close to these
that would be easier to deal with?”
 “Would it be easier the other way round?”
 “Could you break it up and work on the
bits separately?”
 “Could you use doubles or halves?”
 “Can you see an easier problem with the
same answer as this one?”
 “Would it help to jot down a
number half way?”
 “Would it help to use a number
line?”
The Message
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 … encourage them to
reflect on their own knowledge
about numbers.
Don’t hand them a calculator!
(Plan your calculator use)
An Inset to the staff
Presentation
at:
www.themathszone.com
Ask
[email protected]
We hate bad maths!
Which
department does the most
maths?
To what extent is maths done the
same?
What bad maths do we want to sort
out round the school?
Science in Maths
Time (sec)
Volume of gas (cm³)
0
0
1
3.4
2
6.8
3
10.2
4
13.6
5
17
Volume of Gas Produced
Volume (cm3)
20
15
10
5
0
0
1
2
3
Time (sec)
4
5
6
Maths in Science
Time (sec)
Volume of gas (cm³)
0
0
1
2.7
2
6.7
3
10.6
4
13.2
5
16.8
Volume of Gas Produced
Volume (cm3)
20
15
10
5
0
0
1
2
3
Time (sec)
4
5
6
The Handbook
Based
on agreed principles
Within
the maths department
Within other departments (through the
NAC working group)
Examples:
Deptford
Green Guide
Leicestershire NAC Policy
Real Problem Solving in
Mathematics
 Flaubert,
Gustave (1821-1880)
Since you are now studying geometry
and trigonometry, I will give you a
problem. A ship sails the ocean. It left
Boston with a cargo of wool. It grosses
200 tons. It is bound for Le Havre. The
mainmast is broken, the cabin boy is
on deck, there are 12 passengers
aboard, the wind is blowing EastNorth-East, the clock points to a
quarter past three in the afternoon. It
is the month of May. How old is the
captain?
Maths Solves Problems
Around the School
10cm
50cm
1cm
10cm
You are a lab technician.
You are required to cut the large sheet
of metal into as many of the smaller
strips as possible.
How many can you make?
Where are real problems
posed ?
Biology:
survival strategies in
mammals
DT Textiles: Islamic Art
PHSE: smoking
Geography: demographic change
ICT: Graphics programming
and geometry
How does it happen
Seize
the moment
Curriculum mapping
Activity
weeks
Maths days!
Get it in both schemes of work
Mechanisms
SMT
support
NAC working group
Inset time, departmental meeting
time, staff meeting time
Access to assemblies, tutor groups,
newsletters, poster campaigns
Timetabling input
The Development Plan
I
suggest 3 items:
(This is the draft policy)
Support
mental maths
Ensure accurate maths practices
Maximise opportunities for cross
curricula working
Staffing,
allocated time,
responsibility, success criteria,
monitoring, specified timescale,
costs.
Implementing the plan
Meetings
schedules:
NAC
working group
Maths department meetings
Other department meetings
Whole school inset
Staff meetings
Assemblies
Book
your slots in July!
Policy into Practice
Meeting
1: agree an implementation
strategy and success criteria.
Meeting 2: review practice and
modify.
Meeting 3: finalise practice and
agree for policy document.
Book all 3 in advance ...
Outcomes
A
clearly stated simple policy
Appropriate documents to support
the policy
How
to support mental maths
A good maths guide


for teachers
for students
Cross
curricula projects in department
schemes of work