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History
Identifying Numeracy Moments in History
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What are numeracy moments?
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Numeracy is NOT LIMITED to the ability to use numbers, to
add, subtract, multiply and divide.
Numeracy encompasses the ability to use mathematical
understanding and skills to solve problems and meet the
demands of day-to-day living in complex social settings.
Numeracy involves being able to:
• Think and communicate quantitatively
• Make sense of data
• Have a spatial awareness
• Understand patterns and sequences
• Recognise situations where mathematical reasoning can be
applied to solve problems.
(National Literacy & Numeracy Strategy, 2011)
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Numeracy
• There are opportunities to
acquire numeracy skills and
concepts in History.
• Questioning, explanations, justifications and higher order thinking should be used and explored where appropriate.
• Where numeracy arises in a natural, uncontrived manner the language, procedure, and concept should be dealt with in a manner that is consistent to that of the mathematics department.
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Numeracy
In history certain topics give rise to opportunities for subject teachers to reinforce common language, procedures, and concepts that students experience in mathematics lessons
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Can you identify numeracy moments in the teaching of the History syllabi?
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Activity
Number, money,
measureData handling
Shape & SpaceRelationships
& patterns
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Number, Money & Measure Data Handling
• Are students encouraged to estimate, calculate and check their answers?
• Are the approaches used in line with and of the same standard as those the students would use in mathematics lessons?
• Where appropriate is the concept of bias discussed in lessons?
• Are students encouraged to choose appropriate graphical representations?
• Are students encouraged to retrieve, interpret and draw conclusions from the data presented?
• Can students identify and give examples of primary and secondary data?
Shape and Space Relationships & Patterns
• Are students encouraged to estimate, calculate and check various measurements?
• Are students encouraged to use appropriate units of measure?
• Can students identify the architectural features from key periods in history?
• Are students encouraged to make connections between cause and effect?
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Knowledge Understanding Application Analysis Creating Evaluation
CountChooseDefineDescribeIdentifyLabelMatchNameOutlineRecordState Write
AssociateClassifyCompareDemonstrateDiscussEstimateInterpretGive examplesRewriteParaphrase
AddApplyCalculateDemonstrateDivideExamineGraphPrepareProduceShowSolve Use
AnalyseCombineDesignDevelopIllustrateInvestigateObserveOutlinePoint outSelect
CompileComposeCreateGenerateImagineOrderOrganisePlanRearrange
AssessCompareConcludeContrastDebateInterpretMeasureProveRankRate
Blooms Taxonomy of Critical Thinking
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Numeracy in School
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