Numeracy In History Essay

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

Problem Solving, Numeracy and Reasoning: Helping to expand their knowledge of problem solving using stories, games, role play, singing and games. Making the child feel easy talking about and understanding the language of reasoning and problem solving.

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,

It is compulsory for Australian year 3, 5, 7 and 9 school students to complete the National Assessment Program- Literacy and Numeracy (National Assessment Program, 2016) test. The NAPLAN test provides schools, governments, education authorities, students and the community statistics of schools and individual student’s weaknesses and strengths in specific areas of curriculum. One of the areas of curriculum that is tested is Mathematics. For this assignment we had to answer five questions from a year 9 NAPLAN test. I felt confident answering majority of the questions correctly; taking my time to logically work out each question with the aid of pen and paper when needed. I am a visual learner, so I was able to mentally solve most of the questions in my head. I rarely need to use a calculator as I have memorized many different strategies for working out mathematical questions.

I was quite confident in completeing the compulsory NAPLAN Year 9 questions, I have a high level of understanding in the three numeracy strands (“Numeracy,” 2016) covered in the test and the questions that were selected cover the range of topics. The NAPLAN test is a compulsory test that enables the assessment of students from years three to nine, which provides statistical analysis to ensure the students are meeting the relevant educational outcomes for their year.

The huge gaps of literacy and numeracy between girls and boys are wider on primary school. Boys have dropped behind girls both in reading and writing in date on the numbers on the reaching standards. However, boys have almost caught up the girls in math in 2015. The date has varied considerably over the years. National standards judgments are thought as unreliable while the gender and ethnic gaps are believed more reliable. Professor Martin Thrupp has pointed that the Year 8 math standards was set above the average achievement levels of Year8 students. The dates are different because of the different ethnic groups.

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.’

Certain books have very deep topics and a lot of profanity. Communities should have the ability to decide if they want to ban or keep the book. Communities have a lot of power and only want what is best for the students, school and how everyone feels. Parents opinions are very important and have a big effect. Parents are looking out for their children and may not want them hearing this profanity. Teachers do know what's best for their students, but there are outside opinions with the community.

Hurst and Hurrell (2014) explain that children need to be acutely aware of the ten times multiplicative relationship between places and how this effects many aspects of mathematics.

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.

Maths is ubiquitous in our lives, but depending on the learning received as a child it could inspire or frighten. If a child has a negative experience in mathematics, that experience has the ability to affect his/her attitude toward mathematics as an adult. Solso (2009) explains that math has the ability to confuse, frighten, and frustrate learners of all ages; Math also has the ability to inspire, encourage and achieve. Almost all daily activities include some form of mathematical procedure, whether people are aware of it or not. Possessing a solid learning foundation for math is vital to ensure a lifelong understanding of math. This essay will discuss why it is crucial to develop in children the ability to tackle problems with initiative and confidence (Anghileri, 2006, p. 2) and why mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri).

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.