Numeracy Across the Curriculum Chris Olley [email protected].

22
Numeracy Across the Curriculum Chris Olley chris@education- interactive.co.uk

Transcript of Numeracy Across the Curriculum Chris Olley [email protected].

Page 1: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

Numeracy Across the Curriculum

Chris [email protected]

Page 2: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

What does it amount to?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

Page 3: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

217 – 168

23 6

232 8

147 + 154

231 7

In your head!

Page 4: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

Albert Einstein(1879-1955)

Albert Einstein(1879-1955)

Do not worry about your difficulties in mathematics, I assure you that mine are greater.

Page 5: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

Is it an add miss?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.

Page 6: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

Numeracy SupportNumeracy 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.

Page 7: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

QuestionsQuestions“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?”

Page 8: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

The MessageThe 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)

Page 9: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

An Inset to the staffAn Inset to the staff

Presentation at: www.themathszone.com

Ask [email protected]

Page 10: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

We hate bad maths!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?

Page 11: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

Science in MathsScience in Maths

Time (sec) 0 1 2 3 4 5Volume of gas (cm³) 0 3.4 6.8 10.2 13.6 17

Volume of Gas Produced

0

5

10

15

20

0 1 2 3 4 5 6

Time (sec)

Vo

lum

e (c

m3)

Page 12: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

Maths in ScienceMaths in Science

Time (sec) 0 1 2 3 4 5Volume of gas (cm³) 0 2.7 6.7 10.6 13.2 16.8

Volume of Gas Produced

0

5

10

15

20

0 1 2 3 4 5 6

Time (sec)

Vo

lum

e (c

m3)

Page 13: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

The HandbookThe Handbook

Based on agreed principlesWithin the maths departmentWithin other departments (through the NAC working group)

Examples:Deptford Green GuideLeicestershire NAC Policy

Page 14: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

Real Problem Solving in MathematicsReal Problem Solving in MathematicsFlaubert, 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 East-North-East, the clock points to a quarter past three in the afternoon. It is the month of May. How old is the captain?

Page 15: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

10cm

50cm

10cm1cm

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?

Maths Solves Problems Around the School

Page 16: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

Where are real problems posed ?Where are real problems posed ?Biology: survival strategies in mammals

DT Textiles: Islamic ArtPHSE: smokingGeography: demographic changeICT: Graphics programming and geometry

Page 17: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

How does it happenHow does it happen

Seize the momentCurriculum mapping

Activity weeksMaths days!Get it in both schemes of work

Page 18: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

MechanismsMechanisms

SMT supportNAC working groupInset time, departmental meeting time, staff meeting time

Access to assemblies, tutor groups, newsletters, poster campaigns

Timetabling input

Page 19: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

The Development PlanThe Development Plan

I suggest 3 items:Support mental mathsEnsure accurate maths practicesMaximise opportunities for cross curricula working

Staffing, allocated time, responsibility, success criteria, monitoring, specified timescale, costs.

(This is the draft policy)

Page 20: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

Implementing the planImplementing the plan

Meetings schedules:NAC working groupMaths department meetingsOther department meetingsWhole school insetStaff meetingsAssemblies

Book your slots in July!

Page 21: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

Policy into PracticePolicy 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 ...

Page 22: Numeracy Across the Curriculum Chris Olley chris@education-interactive.co.uk.

OutcomesOutcomes

A clearly stated simple policyAppropriate 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