ESDGC and Numeracy Teacher Training

Outline

The Literacy Numeracy Framework describes numeracy as 'the set of skills needed to tackle real-world problems in a variety of situations by applying numerical reasoning in order to plan how to solve the problem, and then carrying out the mathematical procedures to find the solution. Numeracy is different to the mathematics subject in that it is the application of the skills learned in mathematics in a cross-curricular, real-world way, and not purely about the skills themselves.' ESDGC is about real-world issues and thinking critically about the local and global

implications of everything we do. We will be exploring how to enable critical thinking about

sustainable development and global citizenship issues whilst building on young people’s

ability to develop their numerical reasoning.

Key Messaging

Exploring ESDGC issues using number is a powerful way of challenging stereotypes and

developing understanding of real world issues.

There are many exciting opportunities to meet ESDGC and numeracy framework

requirements.

The importance of critical thinking to consider about how numbers and statistics are used

regarding ESDGC issues and the impact data representation methods has on people’s

understanding of issues.

Secondary Teachers Time: 60 minutes

Objectives

To inspire teachers to link up the development of young people’s numeracy skills with

the development of ESDGC learning.

To empower teachers with the ideas and skills to enable young people to use numeracy

skills to strengthen ESDGC learning.

ESDGC and numeracy Purpose Time

Are you smarter than a chimp?

Begin session with a quiz

http://www.bbc.co.uk/news/magazine-24836917

To question preconceptions about development issues.

To begin considering the impact of numeracy understanding on learning about sustainable development and global citizenship issues.

10 min

The Numeracy Framework and ESDGC

Outline the connection between ESDGC and

numeracy.

LNF describes numeracy as 'the set of skills needed to tackle real-world problems in a variety of situations by applying numerical reasoning in order to plan how to solve the problem, and then carrying out the mathematical procedures to find the solution. Numeracy is different to the mathematics subject in that it is the application of the skills learned in mathematics in a cross-curricular, real-world way, and not purely about the skills themselves.'

Hans Rosling quote “The world can never be

understood without numbers but it can never be

understood with only numbers because there is that

dimension that is not numeric. Gender equality is a

typical example – what you cannot measure is the

main problem.”

(Article:

http://www.telegraph.co.uk/culture/tvandradio/1043135

0/Hans-Rosling-the-man-who-makes-statistics-

sing.html )

Reiterate that the focus of the session is peer learning.

This session aims share and develop understanding of

how numeracy can strengthen learning about ESDGC

issues and vice versa.

Questions:

What are the benefits of linking up ESDGC and

To relate the session to Welsh Government LNF priorities.

To inspire teachers to seek opportunities to incorporate ESDGC when addressing numeracy.

To recognise the challenges this can pose and seek ways through the session to address these challenges.

5 min

numeracy?

What are the challenges?

Making Maths Sing

Show the video ‘200 years that changed the world’ http://www.gapminder.org/videos/200-years-that-changed-the-world-bbc/

Show teachers the Gapminder website- will be useful later in the session.

Outline key points using numeracy to enhance critical thinking of ESDGC issues.

Show that statistics can be exciting!

5 min

ESDGC and Numeracy carousel

Three stations, approximately 5 minutes at each.

To share ideas about how numeracy can be incorporated naturally into ESDGC learning.

To explore ways in which numeracy learning can strength how learners explore controversial or tricky issues.

To consider how to analyse data to deepen understanding and inspire critical thinking about global issues.

15 mins

1) Data Representation

Have copies of 4-5 different media items on a current topic such as the Philippines typhoon, Syria or tax avoidance. These will include items such as:

- A press release from an NGO/ web page

- Newspaper articles (from different newspapers eg. The Mail, The Guardian, BBC)

Examine the documents and look at how each has used certain data. Key questions exploring how different organisations use statistics to convey their own messaging, the data source, methods of presentation and so on.

2) General Numeracy

This station will examine how numeracy can naturally be incorporated to enable learning about ESDGC issues. For example, H2O calculator, data tables, graphs, fractions, questionnaires.

3) Analysis of graphs

Have copies of a selection of graphs to discuss and

establish how examining presentation of data can

deepen understanding of ESDGC issues. For

example, graphs from Gapminder website and others

depicting development indicators.

Feedback

Each group to feedback two key points from each station. Short discussion and other feedback.

10 mins

ESDGC, numeracy and subject teaching

Organise teachers in subject specific groups.

Having looked at a selection of resources, teachers can share

10 mins

Brainstorm as groups how their subject can address numeracy framework requirements through examining ESGC issues.

practical ideas of how to apply this within their subject.

Plenary 5 mins

Useful Resources: ESDGC and numeracy

Below are links to a selection of resources and websites which will support both the

development of numeracy skills and ESDGC.

Gapminder

www.gapminder.org

Fantastic selection of interactive resources which bring statistics to life and enable young

people to explore a variety of global issues.

Global Dimension: Secondary Mathematics and Global Learning

http://clients.squareeye.net/uploads/global/documents/GD_in_my_classroom_003_Secondary

_Maths_and_Global_Learning.pdf

A great summary from Think Global with suggestions for how to link up Mathematics and

Global Learning.

12 ‘number hygiene’ rules for journalists

http://blogs.journalism.co.uk/2012/02/01/getstats-12-number-hygiene-rules-for-journalists-in-

full/

International Monetary Fund

http://www.imf.org/external/np/exr/st/eng/index.htm

Amnesty International

Human Rights in the Curriculum: Mathematics (book)

http://www.amnesty.org.uk/resources/book-human-rights-curriculum-mathematics

Dying to give birth (lesson plan) http://www.amnesty.org.uk/resources/lesson-dying-give-birth

Oxfam Education

Learn about climate change http://www.oxfam.org.uk/education/resources/food-for-thought-

science-learn-resources

Fair Trade

Features statistics about fair trade as part Fairtrade International’s Annual Report.

http://www.fairtrade.net/fileadmin/user_upload/content/2009/resources/2012-

13_AnnualReport_FairtradeIntl_web.pdf