The Aims of Information and Communications Technology in the Curriculum

The Aims of Information and Communications Technology in the Curriculum

NUMERACY POLICY

What is Numeracy?

“Numeracy is a proficiency, which is developed mainly in mathematics but also in other subjects. It is more than an ability to do basic arithmetic. It involves developing confidence and competence with numbers and measures. It requires understanding of the number system, a repertoire of mathematical techniques, and an inclination and ability to solve quantitative or spatial problems in a range of contexts. Numeracy also demands understanding of the ways in which data are gathered by counting and measuring, and presented in graphs, diagrams, charts and tables.” (Framework for Teaching Mathematics - yrs 7 to 9 - DfES)

The National Strategy Framework for Teaching Mathematics defines the characteristics of a numerate pupil as follows:

‘..pupils should:

  • have a sense of the size of the number and where it fits into the number system
  • recall mathematical facts confidently
  • calculate accurately and efficiently, both mentally and with pencil and paper, drawing on a range of calculation strategies
  • use proportional reasoning to simplify and solve problems
  • use calculators and other ICT resources appropriately and effectively to solve mathematical problems, and select from the display the number of figures appropriate to the context of the calculation
  • use simple formulae and substitute numbers in them
  • measure and estimate measurements, choosing suitable units, and reading numbers correctly from a range of meters, dials and scales
  • calculate simple perimeters, areas and volumes, recognizing the degree of accuracy that can be achieved
  • understand and use measures of time and speed and rates such as £ per hour and miles per litre
  • draw plane figures to given specifications and appreciate the concept of scale in geometrical drawings and maps
  • understand the difference between the mean, median and mode and the purpose for which each is used
  • collect date, discrete and continuous, and draw, interpret and predict from graphs, diagrams, charts and tables
  • have some understanding of the measurement of probability and risk
  • explain methods and justify reasoning and conclusions, using correct mathematical terms
  • judge the reasonableness of solutions and check them when necessary
  • give results to a degree of accuracy appropriate to the context.

At St Augustine’s these characteristics are developed in the following ways:

1.Through the Mathematics Schemes of Work for Key Stages 3 and 4

All of the above bullet points are included in the maths schemes of work. Some are stated explicitly; many pervade the schemes of work in a more general way.

The way forward?

  • Keep evolving the schemes of work within the mathematics department, especially to include an ever increasing proportion of functional skills based tasks
  • Use links with feeder schools to increase awareness of developments at KS3
  • Head of Department to continue gathering information and advice from the LA Heads and Department meetings in order to drive forward development of cross-curricular mathematics and higher order thinking skills.

2.Through Other Areas of the Curriculum

According to the National Strategy, ‘Numeracy is a proficiency which is developed mainly in mathematics, but also in other subjects… Improving these skills is a whole-school matter. Each department should identify the contribution it makes towards numeracy skills so that pupils become confident at tackling mathematics in context.’

Key elements are :

  • A common vocabulary
  • Agreed methodologies for carrying out certain calculations regardless of the subject context
  • Agreed conventions for displaying data in charts, regardless of the subject context

The way forward?

Identify one or two specific topics (eg units, ration and proportion, formula, standard form, graphs…) to work on with a selection of other departments, in order to enhance the functionality of mathematics skills taught and used.

Key Statements

  • Calculators

Calculators have a valuable role to play (understanding concepts, giving access to other mathematics, checking answers, hard sums…). Specific skills need teaching and built into Mathematics Schemes of Work. Pupils need to be challenged to consider when a calculator is and is not appropriate.

  • Estimating

Pupils need to be challenged to estimate the answer before using a calculator and after to consider if the answer if reasonable.

  • Methods of Calculation

It is important that pupils have methods with which they are confident. Therefore, there is a need to teach explicitly a range of methods so they can make an informed choice. Usually it is inappropriate to insist on one particular method or way of recording.

  • Communicating Mathematics

It is important for students to recognize the need for, and develop skills to, communicate their methods/approaches. They need to be able to show their working, and present reasoned arguments of their conclusions as demonstrated by their calculations. Most importantly, pupils should be able to “Use and Apply” their mathematics skills in familiar and unusual contexts as their confidence increases.

  • Mental Methods

It is important for students to feel confident to use mental methods as a first resort. Therefore, a variety of mental methods need to be taught and valued.

Date: October 2013

Review October 2016

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