DOCSLIB.ORG

National Numeracy Review Report Report Review National Numeracy

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
National Numeracy Review Report Report Review National Numeracy National NumeracyNational Review Report National Numeracy Review Report May 2008 – May 2008 – May Commissioned by the Human Capital Working Group, Council of Australian Governments National Numeracy Review Report May 2008 Commissioned by the Human Capital Working Group, Council of Australian Governments ISBN: 0 642 77735 7 ISBN (online): 0 642 77736 5 © Commonwealth of Australia 2008 This report is copyright. It may be reproduced in whole or part subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for purposes other than those indicated above, requires the written permission of the Commonwealth. Requests and inquiries concerning reproduction and rights should be addressed to Commonwealth Copyright Administration, Attorney-General’s Department, Robert Garran Offi ces, National Circuit, Barton ACT 2600 or posted at http://www.ag.gov.au/cca The views expressed in this report do not necessarily refl ect the views of the Department of Education, Employment and Workplace Relations. ii | National Numeracy Review Report Table of contents Preface ................................................................................................................................................ vii Executive Summary and Recommendations .............................................................................. xi Chapter 1: Numeracy and mathematics in Australia ................................................................. 1 1.1 Introduction ..................................................................................................................................1 1.2 Numeracy and the school curriculum ............................................................................................2 Numeracy and mathematics .........................................................................................................3 Numeracy and ‘the basics’ ............................................................................................................5 Numeracy across the curriculum ...................................................................................................6 Numeracy and the workplace .......................................................................................................7 Dimensions of a school curriculum for numeracy ..........................................................................9 1.3 Achievement in mathematics ...................................................................................................... 11 International comparative assessments .......................................................................................11 National numeracy benchmarks .................................................................................................13 Excellence and equity .................................................................................................................14 1.4 Participation in mathematics .......................................................................................................18 Time on task ..............................................................................................................................18 Participation at senior secondary level ........................................................................................19 Enrolments in tertiary mathematics courses ................................................................................20 1.5 The teaching workforce ..............................................................................................................21 Primary teachers .........................................................................................................................21 Secondary teachers of mathematics ...........................................................................................22 Teachers of numeracy across the curriculum ...............................................................................23 Technical and Further Education (TAFE) ......................................................................................23 University ...................................................................................................................................23 Chapter 2: Supporting mathematics learning ......................................................................... 25 2.1 Introduction ................................................................................................................................25 2.2 International evidence of good practice ......................................................................................25 2.3 Teachers and teaching ................................................................................................................27 Perspectives on teaching ............................................................................................................27 Characteristics of effective teaching ...........................................................................................28 2.4 The role of language in mathematics learning .............................................................................32 2.5 Assessing student achievement ...................................................................................................34 Table of contents | iii Using test data for school improvement .....................................................................................34 Classroom assessment ................................................................................................................37 School entry assessments ...........................................................................................................41 2.6 The pedagogies of adult numeracy .............................................................................................43 2.7 Computational and information and communication technologies ..............................................44 Computational calculators in mathematics lessons ......................................................................44 Computers in mathematics lessons .............................................................................................45 Graphic calculators and CAS in mathematics lessons ..................................................................45 Delivering mathematics lessons through ICT ...............................................................................46 The role of affect and technology...............................................................................................47 2.8 Ability grouping ..........................................................................................................................47 2.9 Fostering positive student motivation ..........................................................................................50 2.10 Out-of-school support ................................................................................................................51 Involving parents in supporting numeracy learning .....................................................................51 Out-of-school tutoring ...............................................................................................................52 Chapter 3: Addressing the numeracy needs of particular groups of students ................ 53 3.1 Introduction ................................................................................................................................53 3.2 Indigenous and cultural minority students ...................................................................................53 Indigenous education .................................................................................................................53 Socio-cultural factors .................................................................................................................56 Numeracy, language and context ...............................................................................................57 3.3 Interventions to support underperforming students ....................................................................59 Numeracy learning withdrawal programmes ...............................................................................59 In classroom support ..................................................................................................................61 Chapter 4: Teacher education and professional development ............................................ 65 4.1 Introduction ................................................................................................................................65 4.2 Mathematical knowledge for teaching ........................................................................................65 4.3 Pre-service teacher education and prerequisite knowledge ..........................................................68 Assessing pre-service teachers’ mathematical knowledge ...........................................................71 4.4 In-service teacher education .......................................................................................................72 Professional teaching standards in mathematics..........................................................................72 Effective professional development programmes ........................................................................73 4.5 Mathematics curriculum leadership .............................................................................................76
Load more

Recommended publications
  • Music Learning and Mathematics Achievement: a Real-World Study in English Primary Schools
    Music Learning and Mathematics Achievement: A Real-World Study in English Primary Schools Edel Marie Sanders Supervisor: Dr Linda Hargreaves This final thesis is submitted for the degree of Doctor of Philosophy. Faculty of Education University of Cambridge October 2018 Music Learning and Mathematics Achievement: A Real-World Study in English Primary Schools Edel Marie Sanders Abstract This study examines the potential for music education to enhance children’s mathematical achievement and understanding. Psychological and neuroscientific research on the relationship between music and mathematics has grown considerably in recent years. Much of this, however, has been laboratory-based, short-term or small-scale research. The present study contributes to the literature by focusing on specific musical and mathematical elements, working principally through the medium of singing and setting the study in five primary schools over a full school year. Nearly 200 children aged seven to eight years, in six school classes, experienced structured weekly music lessons, congruent with English National Curriculum objectives for music but with specific foci. The quasi-experimental design employed two independent variable categories: musical focus (form, pitch relationships or rhythm) and mathematical teaching emphasis (implicit or explicit). In all other respects, lesson content was kept as constant as possible. Pretests and posttests in standardised behavioural measures of musical, spatial and mathematical thinking were administered to all children. Statistical analyses (two-way mixed ANOVAs) of student scores in these tests reveal positive significant gains in most comparisons over normative progress in mathematics for all musical emphases and both pedagogical conditions with slightly greater effects in the mathematically explicit lessons.
    [Show full text]
  • Chapter 1: Teaching Mathematics
    TEACHING MATHEMATICS IN THE SECONDARY SCHOOL 00_CHAMBERS_FM.indd 1 23/01/2019 5:17:30 PM DEVELOPING AS A REFLECTIVE SECONDARY TEACHER SERIES The core textbooks in this series provide practical guidance and support to student teachers through their training and beyond. These comprehensive guides help trainee teachers develop a more reflective and critical approach to their own practice. The series offers students: • An introduction to national subject frameworks • Support on all aspects of subject teaching, including planning creative lessons, how to improve classroom performance, classroom management, differentiation and teaching strategies • Examples of good practice and teacher commentaries • A research-based section demonstrating M-level work • Critical and analytical reflection on practice They are essential reading for student teachers following school-based or university- based routes into teaching. Reflective Teaching and Learning in the Secondary School, second edition Edited by Sue Dymoke Teaching English Carol Evans, Alyson Midgley, Phil Rigby, Lynne Warham and Peter Woolnough Teaching Computing, second edition Carl Simmons and Claire Hawkins Teaching History Ian Phillips Teaching Science Tony Liversidge, Matt Cochrane, Bernie Kerfoot and Judith Thomas 00_CHAMBERS_FM.indd 2 23/01/2019 5:17:31 PM THIRD EDITION TEACHING MATHEMATICS IN THE SECONDARY SCHOOL PAUL CHAMBERS AND ROBERT TIMLIN 00_CHAMBERS_FM.indd 3 23/01/2019 5:17:31 PM SAGE Publications Ltd © Paul Chambers and Robert Timlin 2019 1 Oliver’s Yard 55 City Road First edition
    [Show full text]
  • What Is Specific About Research in Adult Numeracy and Mathematics Education?
    What is specific about research in adult numeracy and mathematics education? Diana Coben King’s College London, UK <[email protected]> Abstract After decades of neglect, adult numeracy and mathematics education are coming to be recognised as worthy of serious research but the area is beset by conceptual difficulties. Adult numeracy and mathematics may at last be ‘on the educational research map’, but where exactly are they on the map? This article explores the question of what is specific about research in adult numeracy and mathematics education. It reviews ways of conceptualising adult numeracy and mathematics education for research purposes and considers the implications of these conceptualisations for research and for the development of the field. Key words: conceptualisations, adult numeracy, mathematics education, policy, research, development frameworks Introduction In the latest International Handbook of Research on Mathematics Education, it is suggested that: • ….adult mathematics teaching and learning deserve attention in their own right; • practice and research in adult mathematics education demand a broad conception of mathematics that is not limited to specialized mathematics…; • there is a coalition of interests in the field across a wide spectrum of related or contributing disciplines; • there is a recognition that research must be closely linked with practice in a field where development and improvement in practice have priority status; and • the community of researchers is truly international... (FitzSimons, Coben, & O'Donoghue, 2003, p.117) The inclusion of an adult-focussed chapter in the International Handbook attests to the growing international recognition of the importance of research and development in this area. While most research about mathematics education focuses on children (Dossey, 1992), adult mathematics teaching and learning both deserve, and are beginning to receive attention in their own right.
    [Show full text]
  • Individual Differences in Arithmetic: Implications for Psychology, Neuroscience, and Education/Ann Dowker
    Individual Differences in Arithmetic Standards in numeracy are a constant concern to educational policy makers. However, why are differences in arithmetical performance so marked? In Individual Differences in Arithmetic, Ann Dowker seeks to provide a better understanding of why these differences in ability exist, encouraging a more informed approach to tackling numeracy difficulties. This book reviews existing research by the author and by others on the subject of arithmetical ability and presents strong evidence to support a componential view of arithmetic. Focusing primarily on children, but including discussion of arithmetical cognition in healthy adult and neuro-psychological patients, each of the central components of arithmetic is covered. Within this volume, findings from developmental, educational, cognitive and neuropsychological studies are integrated in a unique approach. This book covers subjects such as: • Counting and the importance of individual differences. • Arithmetic facts, procedures and different forms of memory. • Causes of, and interventions with, mathematical difficulties. • The effects of culture, language and experience. The educational implications of these findings are discussed in detail, revealing original insights that will be of great interest to those studying or researching in the areas of education, neuroscience and developmental and cognitive psychology. Ann Dowker is a University Research Lecturer in the Department of Experimental Psychology, University of Oxford. Individual Differences in Arithmetic
    [Show full text]
  • Teaching and Learning Geometry 11-19 Report of a Royal Society / Joint Mathematical Council Working Group Teaching and Learning Geometry 11-19
    JMC Teaching and learning geometry 11-19 Report of a Royal Society / Joint Mathematical Council working group Teaching and learning geometry 11-19 Contents page Preparation of this report v Chairman’s preface vii Summary xi 1 Introduction 1 2 Geometry and its teaching and learning 3 3 The place of geometry in the curriculum 5 4 The 11-16 curriculum 7 5 The development of the curriculum 9 6 Status and allocation of time for geometry 13 7 Geometry 16-19 15 8 The role of assessment 17 9 Teaching of geometry 19 10 Improving the take up of mathematics 21 11 Conclusion 23 12 References and glossary 25 Contents (continued) Appendix 1 The working group 27 Appendix 2 National and international contexts for mathematics 31 Appendix 3 Some recent government initiatives in education 35 Appendix 4 Expectations of geometry in education 37 Appendix 5 Geometry in history and society 41 Appendix 6 Geometry in the current 11-16 curriculum 45 Appendix 7 Geometry in the Key Stage 3 mathematics strategy 49 Appendix 8 Spatial thinking and visualisation 55 Appendix 9 Proof – ‘why and what?’ 57 Appendix 10 Examples of applications of geometry 65 Appendix 11 3-dimensional geometry 69 Appendix 12 Frameworks for developing schemes of work for the curriculum 75 Appendix 13 Integrated approaches to geometry teaching 81 Appendix 14 Bibliography and guide to resources 87 © The Royal Society 2001 Requests to reproduce all or part of this document should be submitted to: Education Manager The Royal Society 6 Carlton House Terrace London SW1Y 5AG Preparation of this report This report has been endorsed by the Council of the Royal Society and the JMC.
    [Show full text]
  • Mathematics: Shaping Australia Proceedings of the Eighteenth Biennial Conference of the Australian Association of Mathematics Teachers Inc
    Proceedings of the Eighteenth Biennial Conference of The Australian Association of Mathematics Teachers Inc. 15–19 January 2001 Australian National University, Canberra ACT Mathematics: Shaping Australia Proceedings of the Eighteenth Biennial Conference of The Australian Association of Mathematics Teachers Inc. © The Australian Association of Mathematics Teachers Inc. 2001 ISBN 1 875900 47 0 Published by The Australian Association of Mathematics Teachers Inc. GPO Box 1729 Adelaide South Australia 5001 Telephone (08) 8363 0288 Facsimile (08) 8362 9288 Email [email protected] Internet http://www.aamt.edu.au All papers in these proceedings were subject to a blind review process. Mathematics: Shaping Australia Contents PAPERS No More (Red-Pen) Marking!............................................................................................ 8 Tony Allan Learning about Learning in Mathematics ...................................................................... 15 Anna Austin Mathematics Education in Thailand: From Kindergarten to Graphics Calculators .................................................................. 29 Nittayaporn Bunyasiri and Peter Jones Unsolved Problems and the Mathematics Challenge for Young Australians............. 38 John Dowsey and Mike Newman I Can Do Maths Too — Count Me In! ............................................................................. 45 Rhonda Faragher Reading the World with Math: Goals for a Criticalmathematical Literacy Curriculum.......................................................................................................................
    [Show full text]
  • Application of Number. Teaching and Learning. INSTITUTION Learning and Skills Development Agency, London (England)
    DOCUMENT RESUME ED 473 200 CE 084 455 AUTHOR Bove, Francis TITLE Application of Number. Teaching and Learning. INSTITUTION Learning and Skills Development Agency, London (England). SPONS AGENCY Department for Education and Skills, London (England).; European Social Fund, Dublin (Ireland). ISBN ISBN-1-85338-823-8 PUB DATE 2003-00-00 NOTE 54p.; Part of the Key Skills Support Programme. AVAILABLE FROM Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1347; 5 British pounds). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/ PDF/1347.pdf. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PC03 Plus Postage. DESCRIPTORS Postsecondary Education; Academic Achievement; Academic Standards; Adult Educators; Adult Students; Arithmetic; Basic Skills; Beginning Teachers; Behavioral Objectives; College Students; Computation; Core Curriculum; Course Content; Curriculum Guides; Developed Nations; Educational Needs; Educational Objectives; Employment Opportunities; Employment Potential; Estimation (Mathematics); Foreign Countries; High School Students; Instructional Materials; Job Skills; Learning Activities; Learning Strategies; *Mathematical Applications; Mathematical Concepts; Mathematics Achievement; Mathematics Curriculum; Mathematics Education; Mathematics Instruction; Mathematics Materials; *Mathematics Skills; Mental Computation; Minimum Competencies; Nontraditional Students; *Number
    [Show full text]
  • Adult Numeracy: Review of Research and Related Literature
    Research Review Adult numeracy: review of research and related literature Diana Coben, University of Nottingham with contributions by: Dhamma Colwell; Sheila Macrae; Jo Boaler, Margaret Brown and Valerie Rhodes; King’s College, London November 2003 This report is funded by the Department for Education and Skills as part of Skills for Life: the national strategy for improving adult literacy and numeracy skills. The views expressed are those of the author(s) and do not necessarily reflect those of the Department. Published by the National Research and Development Centre for Adult Literacy and Numeracy This report may be downloaded as a PDF document from the NRDC website at www.nrdc.org.uk We welcome feedback on the content and accessibility of this publication. This should be sent to: Publications NRDC Institute of Education 20 Bedford Way London WC1H 0AL. Telephone: +44 (0)20 7612 6476 Fax: +44 (0)20 7162 6671 email: [email protected] ISBN 0 9546492 0 6 © Crown Copyright 2003 Extracts from this publication may be used or reproduced for non-commercial, research, teaching or training purposes on condition that the source is acknowledged. NRDC is a consortium of partners led by the Institute of Education, University of London (see back cover for a list of members) and is part of the Bedford Group for Lifecourse and Statistical Studies at the IoE. www.ioe.ac.uk/bedfordgroup Design: chapmandesign Photography: Phillip Meech Print: Bradell Adult numeracy: review of research and related literature Diana Coben, University of Nottingham with
    [Show full text]
  • 90 °^''°^Jjjj||||J|
    90 °^''°^jjJj||||j| '1 f I • Copyright statement: This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with its author and that no quotation firom the thesis and no information derived from it may be published without the author's prior consent. 1 Interactive teaching in the National Numeracy Strategy: tensions in a supportive framework by NICHOLAS MALCOLM PRATT A thesis submitted to the University of Plymouth in partial fulfilment for the degree of DOCTOR OF PHILOSOPHY Faculty of Education University of Plymouth Library Item No.^ ^ A Item on Hold Interactive teaching in the National Numeracy Strategy : tensions in a supportive frameworl< / by Nicholas Malcolm Pratt. Pratt, Nicholas Malcolm. 372.72 PRA ^/10/2011 LIBRARY. Nicholas Malcolm Pratt Interactive teaching in the National Numeracy Strategy: tensions in a supportive framework Abstract This thesis is an exploratory study of teachers' and children's understandings of the National Numeracy Strategy, and of interactive whole class teaching in particular. It starts by identifying aspects of the Strategy that are of significance to teachers and develops these by detailing the challenges that face them in teaching in this way. Data are collected by means of interviews and classroom observations, progressively focusing the study. In particular, the way in which teachers and children understand the role of discourse in whole class discussion is examined. This understanding illuminates a tension between the rhetoric of the Strategy, which appears to promote a view of learning that is based firmly on negotiation of meaning through discourse, and its practice, which is seen to be little different from forms of pedagogy that have preceded it.
    [Show full text]
  • Dyscalculia Screener by Brian Butterworth Highlighting Pupils with Specific Learning Difficulties in Maths Age 6 –14 Years Copyright © Brian Butterworth 2003
    Dyscalculia Screener by Brian Butterworth Highlighting pupils with specific learning difficulties in maths Age 6 –14 years Copyright © Brian Butterworth 2003 All rights reserved, including translation. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or duplication in any information storage and retrieval system, without permission in writing from the publishers, and may not be photocopied or otherwise reproduced within the terms of any licence granted by the Copyright Licensing Agency Ltd. Published by nferNelson Publishing Company Limited, The Chiswick Centre, 414 Chiswick High Road, London W4 5TF, UK. Telephone: 020 8996 8444 Fax: 0845 6015351 Internet: www.nfer-nelson.co.uk nferNelson is a division of Granada Learning Limited, part of Granada plc Printed in Great Britain by Ashford Colour Press, Hampshire. Code: 0090008620 ISBN: 0 7087 0366 6 2(1.04) Contents Chapter 1: What is dyscalculia? ..........................................................1 Definition of dyscalculia specific to this screener ........................3 Experiences of dyscalculia ..............................................................5 Chapter 2: Diagnosing dyscalculia – why this screener is needed ................................................................................................7 Chapter 3: How the Dyscalculia Screener works ............................11 How the screener was developed ................................................11 Individual
    [Show full text]
  • NEWSLETTER No
    NEWSLETTER No. 462 October 2016 RICHARD GUY AT 100 Whilst Littlewood notes in his Mis- cellany that mathematicians have a tendency for longevity, reaching a century is still quite rare. Richard Guy, an LMS member since 1960, celebrated his 100th birthday on 30 September 2016 and, moreover, continues to be mathematically and physically active. Richard was born in Nuneaton in 1916, his father having survived the Gallipoli campaign. After attending Warwick School, he graduated in mathematics at Gonville and Caius College, Cambridge. He trained and worked as a school teacher, interrupted by war service as a Louise and Richard Guy meteorologist, until 1949 when he joined Goldsmith's College, followed by universi- seven books including Unsolved Problems in ty positions in Malaya and New Delhi. In 1965 he Number Theory, now in its 3rd edition, and its moved to The University of Calgary where he has companion volume on geometry. remained ever since. Richard started research rel- In 1940 Richard married Louise, not herself a atively late on, publishing his first paper of many mathematician, but one who well-understood in 1956. He had no doctorate, though Calgary their quirks. She shared Richard's other passion remedied this in 1991 with an Honorary Degree. of mountaineering, and together they climbed He has made numerous significant contributions many peaks in the Rockies and elsewhere. Since to number theory, game theory, graph theory she passed away in 2010, Richard has each year, and geometry. Richard thrives on easily explained including this year, climbed the 802 steps of the 'intuitive' problems, and inspires many by his en- Calgary Tower to raise money for charity in her thusiasm and his writing, not least through his memory.
    [Show full text]
  • National Literacy and Numeracy Strategies: Guidance on Teaching Able Children
    Guidance Curriculum & Standards Headteachers & National Literacy and Teachers Numeracy Strategies: Status: Information only Date of issue: January 2000 Guidance on Teaching Reference number: LNGT Related documents: Able Children National Literacy Strategy Framework for Teachers (www.standards.dfee.gov.uk/literacy); Framework for Teaching Executive summary Mathematics from reception to year six Overview: This guidance is intended to advise primary headteachers (www.standards.dfee.gov.uk/numeracy) and teachers on how best to provide for able pupils within the National Literacy and Numeracy Strategies. Superseded documents: None Action required: Ensure that all staff members involved in the delivery of the National Literacy and Numeracy Strategies are fully aware of the content of this guidance. Further information: The guidance will be supplemented with exemplification material which will be made available later in the academic year 1999/2000. National Literacy and Numeracy Strategies: Guidance on Teaching Able Children National Literacy and Numeracy Strategies: Guidance on Teaching Able Children The National Literacy and Numeracy Strategies are already proving to be effective tools for raising standards among primary aged children, including able pupils. The 1999 Key Stage 2 results showed a significant improvement in the percentage of children achieving level 4 and level 5 in English and in mathematics. This guidance gives further help to teachers in providing for pupils who are more able than the majority in their class in literacy or mathematics. What do we mean by more able in literacy and mathematics? Able pupils are quick to understand and apply their knowledge and skills in creative and original ways. The chart illustrates some characteristics of pupils who are particularly able in literacy or mathematics.
    [Show full text]