LEARNING TO COUNT THE WORLD?

Curriculum as Numeracy

Towards a plan for the day…

Reading the word, reading the world Mathematical literacy (numeracy)

Math, STEM and SK Reading the Front Matter

Functional and Critical Numeracy Connections with the Front Matter

Problem-Posing Opening different spaces to engage

Questions

Freire and literacy / numeracy

Reading the Word…

…Reading the World

Math, STEM and SK

Why would the Board of Teacher Education and Certification push us to include more of an emphasis on literacy and numeracy?

Why is Math and STEM education seen as so important?

Can a Math major explain to us the difference between - “Foundations of Mathematics” and “Workplace and Apprenticeship Mathematics”?

Reading the Front Matter…

The K-12 aim of the mathematics program is to have students develop the understandings and abilities necessary to be confident and competent in thinking and working mathematically in their daily activities, ongoing learning, and work experiences. The K-12 mathematics program is intended to stimulate the spirit of inquiry within the context of mathematical thinking and reasoning.

Reading the front matter…

At the National Council of Teachers of Mathematics (NCTM) Canadian Regional Conference in Halifax (2000), Marilyn Burns said in her keynote address, “When it comes to mathematics curricula there is very little to cover, but an awful lot to uncover [discover]”. This statement captures the essence of the ongoing call for change in the teaching of mathematics. Mathematics is a dynamic and logic-based language that students need to explore and make sense of for themselves. For many teachers, parents, and former students, this is a marked change from the way mathematics was taught to them. Research and experience indicate there is a complex, interrelated set of characteristics that teachers need to be aware of in order to provide an effective mathematics program.

Gutstein(2006) on Functional Numeracy

Functional here – “refers to the various competencies needed to function within a given society.” Reproductive purposes For some, this means a focus on low-level basic skills For others, it could mean “a curriculum emphasizing

communicating, reasoning, and solving novel, ill-formed problems.” Both of these are functional in that they serve the

interests of producing productive workers.

Gutstein (2006) on Critical Numeracy

Critical here means to approach knowledge critically and skeptically, see relationships between ideas, look for underlying explanations for phenomena, and question whose interests are served and who benefits.

For Gutstein – any literacy/numeracy… “is functional if it does not engender the search for the root causes of injustice.”

Problem Posing

Wascana View is part of the Arcola East neighbourhood which is currently the largest community association by area and population in Regina. The Arcola East neighbourhood (South Side) is a new residential area under active development on the southeastern limits of the City. It is situated south of Arcola Street and is bounded by the natural Wascana Creek floodplain to the south. Single-detached homes predominates with the remainder of housing being low-rise apartments and condominiums. 

2013 Average Selling Price: $618,026 http://www.century21.ca/CA/SK/Regina/Neighbourhoods/Wascana_View

2014 Average Selling Price: $656,523 http://www.reedrealestate.ca/homes-for-sale/wascana-view-regina.html

Gutstein (2006), p.44

http://www.pbs.org/race/006_WhereRaceLives/006_00-home.htm

Some questions…

How might we move towards a more critical numeracy that engages the language/processes of mathematics in understanding inequalities?

What are the benefits of imagining mathematics that might make more contact with real-world applications?

‘Counting-to-learn’ – What might it look like for numeracy to be seen as possible and indeed necessary to be engaged outside of the mathematics classroom?