Examples  of  questions    (a)  77  +  42  =    (b)  Increase  27  by  6    (c)  21.23  –  12.4  =    (d)  Calculate  12%  of  20    (e)  Measure  the  perimeter  of  this  field                  (f)  2    +    2            =              5          3  

200m  

50m  

2  

 

3  (a)  

By  working  with  small  groups  

     

MATHS  LITERACY  –  SUMMARY  OF  29  STUDENT  RESPONSES  

3  (b)  

 

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Appendix 1.4: Interview schedules

INTERVIEW SCHEDULE: NUMERACY

Representative Group/ Subject Department

Interviewer

Identifiers

Date

EVALUATION THEME: NUMERACY ACROSS THE CURRICULUM AND/OR IN SUBJECT X

How successful are we in integrating the development of numeracy into our subject? How closely do we collaborate with the mathematics department in planning our delivery schedule? Are we happy that our practice in carrying out calculations and other mathematical procedures and the use of mathematical symbols and terminology is consistent with that prescribed by the mathematics department? What is working well? Are there any problem areas?

What action can we take to improve? How effective are we in developing students’ problem-solving skills in our lessons? Are there any difficulties? How can we improve the teaching and learning of problem-solving? What strategies are most successful in enhancing the numeracy skills of students with special education needs? What are the most effective teaching and learning strategies for further developing the numeracy of students with very good mathematics ability? Do we provide opportunities for the assessment of numeracy when assessing students’ learning in this subject? What resources, including ICT, are most useful in enhancing the teaching of numeracy in our subject? What changes should we consider in our practice to further facilitate numeracy development in our lessons? How effective is our approach to homework in consolidating students’ learning of numeracy in our subject?

SUBJECT  DEPARTMENT  REVIEW  OF    NUMERACY  ACROSSS  THE  CURRICULUM  

It depends on the subject but we should try when we can, we probably should do more.

Not closely at all. No time for meetings.

Not sure, don’t know what they do.

Students like using the LUVE2CU problem solving approach and pair work.

Use of Maths language, understanding Maths terms & symbols, general carelessness.

More links with Maths dept, key words, posters, insist on students checking their work.

DATE:    3/10/12                                                            DEPARTMENT:  SUMMARY  

Using LUVE2CU and pair and group work, group work can be difficult with some classes.

Differentiation, concrete resources, peer tutoring, on-line games such as freerice.com.

Extension exercises, on-line programmes, peer tutoring.

Sometimes, it depends on the subject.

Visualiser, IWB, on-line games, IXL free practices, freerice.com, graphs/charts in magazines.

• Review subject plans to identify numeracy needs of each topic. • CPD from Maths department. • Ensure we do not leave the Maths elements of our subject to the Maths

department to teach. • Make links with what is done in Maths where possible. • Have a copy of the Maths dept plan in our own plans so we know when certain

topics are being taught. • Common use of calculator. • Let students work out their own percentages for test results

  4  

Diagnostic  Window  Review  Numeracy  

 List  the  strengths  

 1.  Learner  outcomes  Attainment  of  curriculum  objectives            2.  Learning  experience  Engagement  in  learning            3.  Teachers’  practice  Teaching  approaches              

List  the  areas  for  improvement    1.  Learner  outcomes  Attainment  of  curriculum  objectives            2.  Learning  experience  Engagement  in  learning            3.  Teachers’  practice  Teaching  approaches              

List  your  findings  from  the  data                      

What  further  questions  do  we  have?  

Sources  of  Evidence  Used:          

Source:  adapted  from  Michael  Fullan  “School  Self-­‐Assessment  The  Road  to  School  Effectiveness”  

5  

Sample  School  Self-­‐Evaluation  Report  for  Post-­‐Primary  Numeracy  Worked  Example  

 1. Introduction    1.1 The  focus  of  the  evaluation    A  school  self-­‐evaluation  of  teaching  &  learning  in  school  X  was  undertaken  in  the  first   term   of   2012.     During   the   evaluation   Maths   and   how   the   teaching   and  learning  in  all  other  subjects  support  the  acquisition  of  numeracy  skills  in  1st  Year  were  reviewed.    This  is  a  report  on  the  finding  of  the  evaluation  1.2 School  context  

 This  is  an  urban,  DEIS,  mixed  school  with  300  students  and  approximately  45  EAL  students.    We  have  an  excellent   tradition  of  school  development  planning.     We   provide   a   varied   curriculum   including   JCSP,   TY,   LCA  programmes.    

2. The  Findings    

Learner  Outcomes  • A  Cognitive  Ability  Test   (CAT)  was  administered   to  all  1st  Year   students  

and  the  results  for  the  cohort  are  well  below  the  national  norms.  • A  Maths  competency  test  for  1st  Years  was  designed  and  administered  by  

the   numeracy   link   teacher   and   Maths   department   in   September   which  identified   scope   for   improvement   in   the   mastery   of   a   range   of   specific  skills  in  the  cohort  sampled.    

• All   subject   departments   used   the   PDST   tool   for   analysing   results   in   the  Leaving  and  Junior  Certificate  exams  and  analysed  the  trend  over  the  last  three  years.  JC  uptake  of  HL  Maths  is  22%  compared  with  48%  nationally  and  LC  uptake  at  HL  is  7%  compared  with  22%  nationally.  

• Findings  from  the  attitudinal  survey:  52%  of  students  like  Maths  and  81%  believe  that  they  will  need  Maths  after  they  leave  school.  

 Learning  experience  At  a  staff  meeting,  the  evaluation  criteria  in  the  SSE  guidelines  were  scanned  and  the  sub-­‐themes   Attainment   of   Curriculum   Objectives,   Engagement   in   Learning   and  Teaching  Approaches   through   the   lens  of  numeracy  were  chosen   for   the  SSE.    The  SSE   core   group   designed   a   student   questionnaire   on   attitudes   to   Numeracy   and  Engagement   in   Learning.     This   was   administered   to   a   sample   of   29   students.    Findings:  

• Students  are  engaging  in  independent  &  cooperative  learning.  • 57%  of  students  check  their  answers.  • 29%   of   students   said   they   are   not   good   at   explaining   maths   in   their   own  

words.  

• 98%  answers  correct  for  2  +  2  but  only  75%  for  increase  two  by  two.  • 79%  said  there  was  usually  more  than  one  way  to  work  out  a  problem.  

 Teachers’  practice    All  subject  departments  completed  the  focus  group  schedule  for  numeracy  (p.  82  SSE  guidelines).    Findings:    

• There  is  awareness  of  numeracy  amongst  staff  and  they  see  themselves  as  having  a  role  to  play  in  developing  numeracy  skills.    

• There   is  also  an  awareness  of   the   resources,   including   ICT,  available   for  the  integration  of  numeracy.    

• Many   teachers   use   a   variety   of  methodologies   and   the   problem   solving  approach  LUVE2CU.    

• However  teachers  do  not  believe  that  there  is  a  whole  school  approach  to  numeracy  or  enough  collaboration  with  the  Maths  department.  

 Progress  made  on  previously  identified  targets  identified  in  the  current  SIP  

N/A  for  year  one  as  SIP  not  in  place  yet.    

4. Summary  of  school  self-­‐evaluation  findings    

4.1 Our  school  has  strengths  in  the  following  areas:    • 52%  of   students   like  Maths   and   81%  believe   that   they  will   need  Maths  

after  they  leave  school.  • Students  are  engaging  in  independent  &  cooperative  learning.    • There  is  awareness  of  numeracy  amongst  staff  and  they  see  themselves  as  

having  a  role  to  play  in  developing  numeracy  skills.  • Teachers   are   aware   that   problem   solving   is   part   of   their   subject   and   use   a  

problem  solving  strategy.  • Teachers  use  concrete  materials  or  link  problems  to  real  life.  

 4.2 The  following  areas  are  prioritised  for  improvement  

 • Developing   common   approaches   to  mathematical   operations   and   language  

across  the  curriculum.  • Creating  a  numeracy  rich  environment.  • Ensuring   that   first   year   students   improve   their   competence   in   a   range   of  

mathematical  concepts  and  operations  identified  by  the  criterion  referenced  test,  such  as  problem  solving,  fractions  and  integers.    

• Embedding  a  culture  of  estimate,  calculate  and  check  across  the  curriculum.  • Increasing  the  up-­‐take  of  higher  level  maths  both  at  junior  and  senior  cycle.    4.3 The   following   legislative   and   regulatory   requirements   need   to   be            

addressed.    The   school   needs   to   ensure   that   parent-­‐teacher  meetings   are   organised   in   full  compliance  with  circular  58/04   6