A Critical Analysis of the National Numeracy Strategy Essay

The stage 4 mathematics Unit of Work (UoW) “Unit 10 Measurement, Length, Perimeter and Area” implements an array of concepts to aid the students to learn multidimensional mathematics through applying an Aboriginal perspective. These concepts that are outlined are the choice of and conversion between metric units, establishing and using formulae to solve perimeter and areas of squares, rectangles and triangles, utilising pi and solving perimeters of circles and solving problems using perimeter, area and circumference. Although the unit mentions the importance of the use the Mathematics problem solving there is a majority of content that is missing on the cultural aspect of mathematics as it highlights the prominent use of one-dimensional Mathematics.

The objective of EDC141: The Numerate Educator was for students to obtain the chance to develop their mathematical skills, build mathematical competency, and positively chance their disposition (as a pre-service teacher) towards the importance and the functionality of maths. The key to success is to learn from one’s mistakes and work (by practicing mathematical questions) to further improve one’s results. This I managed to do by increasing my Mathspace results from 64% to 68% (as shown in Appendices 1A). The Australian Curriculum focuses on developing student’s capabilities in six areas: number, Algebra, Geometry, measurement, statistics and probability. Using evidence from the Mathspace test results, the NAPLAN results and activities of ‘What

together as a class will also reinforce what they have learned and will give the teacher an

The aims and importance of learning provision for numeracy development are to ensure all students understand that maths is a vital part of everyday life and will continue to be used throughout their life. Primary schools will teach students to learn various methods and techniques to be able to reach the correct answer. The end goal means more students will be able to solve a mathematical problem, independently, using a method that suits them. They can then develop their learning to improve their knowledge and apply it to real life situations; such as counting in groups of numbers such as 5’s or 10’s, which in turn can be applied when paying for

Numeracy development is important for all children as maths is an important part of everyday life. The way in which maths is taught has changed greatly over the years. When I was at school we were taught one method to reach one answer. Now, particularly in early primary phase, children are taught different methods to reach an answer, which includes different methods of working out and which also develops their investigation skills. For example, by the time children reach year six, the different methods they would have been taught for addition would be number lines,

Van de Walle, J, Karp, K. S. & Bay-Williams, J. M. (2015). Elementary and Middle School Mathematics Teaching Developmentally. (9th ed.). England: Pearson Education Limited.

Mathematical activities at Ysgol Dolafon are delivered in accordance with pupil’s individual needs and great deal of emphasis is given to continuity of learning. Ample opportunity is provided for pupils to discuss their understanding of concepts as they progress and teachers are aware of the importance of eliminating any gaps in the children’s mathematical knowledge. The Welsh Assembly Government guideline for Mathematical Development maintains that: ‘It is crucial that gaps in children’s mathematical learning are avoided, so that children do not miss out on essential elements in their understanding of mathematical concepts’ (WAG 2008) and Ysgol Dolafon fully agrees with that statement.

Student’s performance during pair work: the way students completed a pair-work task, the responses they made during the task, and the type of language they used.

- To encourage the effective use of numeracy and maths as a tool in a wide range of activities within and out of school

The National curriculum states that in Mathematics teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is

For pupils to use a calculator effectively requires a sound knowledge of number. As children learn how to enter simple one step calculations that involve whole numbers, they can explore

The school worked on a year and a half form entry basis and so classes were generally small. During numeracy children were divided into three ability groups and each group was taught separately. My partner and I (Miss M) worked with the lower ability group. Ofsted (2009) noted that the ‘arrangements for teaching numeracy in smaller groups have had a dramatic effect on pupils' progress, improving mathematics from a relative weakness to one of the school's strengths.’ However, doing so may mean that children know that very little is expected from them. According to Cockburn (1999, p15) ‘if a child is labelled as not being able or lacking in confidence, it may not be very long before that child ceases to perform to the best of their abilities.’

Multiplicative thinking, fractions and decimals are important aspects of mathematics required for a deep conceptual understanding. The following portfolio will discuss the key ideas of each and the strategies to enable positive teaching. It will highlight certain difficulties and misconceptions that children face and discuss resources and activities to help alleviate these. It will also acknowledge the connections between the areas of mathematics and discuss the need for succinct teaching instead of an isolated approach.

Teaching students effectively in areas of multiplicative thinking, fractions and decimals requires teachers to have a true understanding of the concepts and best ways to develop students understanding. It is also vital that teachers understand the importance of conceptual understanding and the success this often provides for many students opposed to just being taught the procedures (Reys et al., ch. 12.1). It will be further looked at the important factors to remember when developing a solid conceptual understanding and connection to multiplicative thinking, fractions and decimals.

Mathematics, like every creation of man, have evolved without really knowing how far you can get with them: the scope of the computer, physics, chemistry, algebra, all are evidence of this. Every aspect of our culture is based in some way or another in Mathematics: language, music, dance, art, sculpture, architecture, biology, daily life. All these areas of measurements and calculations are accurate. Even in nature, everything follows a precise pattern and a precise order: a flower, a shell, a butterfly, day and night, the seasons. All this makes mathematics essential for human life and they can not be limited only to a matter within the school curriculum; here lies the importance of teaching math in a pleasure, enjoyable and understandable way. Mathematics is an aid to the development of the child and should be seen as an aid to life and not as an obstacle in their lifes.