Effective Numeracy Workshop Framework & Assessment

Effective Numeracy Workshop

Framework & Assessment

Lisa Heap & Prem Swami

Objectives

• Develop an understanding of the characteristics associated within the different stages of the Framework: Strategy & Knowledge

• Understand and explain the differences between Knowledge and Strategy

• Have identified the purpose of the Diagnostic Assessments

(GloSS, IKAN, NumPA)

Baseline Data Sheet• Teachers to complete

baseline data sheet.

• Use sheet to identify needs for next sessions.

• Share back at next session. Make purpose link to needs of group.

Cover Up Kiwi

www.nzmaths.co.nz

Give One Get One

“To be numerate is to have the ability and inclination to use mathematics effectively –

at home, at work and in the community.”

To be Numerate:

What is the focus on Maths teaching now?

• Greater emphasis on how you get the answer.• Developing multiple flexible thinking strategies.• More focus on the different ways of communicating

information, including orally and in written form (pictures, diagrams, equations).

• Making decisions about the most efficient strategy to use on any given problem.

• Importance placed on students gaining the necessary knowledge in order to help with their strategy development.

• Questioning children about their thinking, giving them time to respond, and giving specific feedback on their responses.

Knowledge or Strategy?

10 + 4 =

53 - 29 =

Strategy Knowledge

Creates new knowledge through use

Provides the foundation for strategies

The New Zealand Number Framework• The Strategy section describes the mental processes

students use to solve operational problems with numbers.• The Knowledge section describes the key items of

knowledge that students need to learn.• Strong Knowledge is essential for students to broaden

their Strategies across a full range of numbers.

The Number Framework

StrategiesKnowledge

Number Identification

Number Sequence and Order

Grouping and Place Value

Basic Facts

Written Recording

Addition & Subtraction

Multiplication & Division

Fractions and Proportions

Counting Strategies

Part-Whole Strategies

Strategy Stages:• 0: Emergent • 1: One to One Counting• 2: Counting from one on Materials • 3: Counting from one by Imaging• 4: Advanced Counting• 5: Early Additive Part-Whole• 6: Advanced Additive Part-Whole• 7: Advanced Multiplicative• 8: Advanced Proportional

1 2 3 4 5

After 1 year

After 2

years

After 3

years

End of Y4

End of Y5

End of Y6

End of Y7

End of Y8

2 3

4 5 6 7 8

Curriculum levels

Mathematics Standards

Numeracy Strategy

Stages

Perception Check

What is Part-Whole thinking?

What is strategy?

What is knowledge?

Viewing the DVD…Make connections between front and back of book. Whilst determining strategy stage identify what the required knowledge was.

• Using the sheets provided record the words and actions of the student being interviewed.

• In your thinking groups discuss the observable behaviours that indicate that the child is at that particular stage.

• Use your Framework book pages 15 - 17.

1 2 3 4 5

After 1 year

After 2

years

After 3

years

End of Y4

End of Y5

End of Y6

End of Y7

End of Y8

2 3

4 5 6 7 8

Curriculum levels

Mathematics Standards

Numeracy Strategy

Stages

HAMISH

Methods of Assessment:

• NUMPA: Is a diagnostic tool designed to give you informationabout the mental strategies and knowledge of the students youwork with. NUMPA is predominately a training tool for teachers to familiarise themselves with the framework.

• GloSS: The Global Strategy Stage (GloSS) can be used todetermine which global strategy a student uses.

• IKAN: The Individual Knowledge Assessment of Number (IKAN)can be used to determine a student's stages on the knowledgedomains.

• Student Profiles:

GloSS Assessment Tool

• GloSS - Global assessment Strategy Stage.• Forms E, F, G, H, J.

Tips- • Ensure that you record exactly what the child says and

does (take note of the non-verbal cues)• Use open-ended questions to elicit further information.

Administering IKANIndividual Knowledge Assessment of

Number

Stage 0-3

• For children that are at Stage 0-3 for Strategy (counting students) carry out the Oral interview.

• This will assess the children’s knowledge in Numeral ID, Sequencing and Ordering.

• This needs to be administered 1:1.

Administering IKANStage 4-8

• For children at Strategy Stage 4 and above administer the IKAN banks.

• This will assess children’s knowledge in number sequence and order, fractions, basic facts and place value

• This can be administered whole class, either using an OHP or PowerPoint.

• When the student reaches the point when they cannot answer most questions, they carry on with an independent activity.

IKAN PowerPoint One:

• Lets have a go at Bank 1 and 4 together.

– How did you find the speed?– What Stage do you think this bank was testing?

• In partners have a look at Bank 5– separate the questions based on what Knowledge Domain you think the

questions are in.

What Now?

• Either use NUMPA or GLoSS to assess at least 3 students strategy thinking.

• Bring this data as well as any other Numeracy Assessment information (Strategy and knowledge) to the next workshop on Tuesday 24 August.

• Familiarise yourself with Book 1.

Evaluation

• What have you

learned today?

• What activity helped

your learning?

• What do you need to

clarify?