Numeracy

Teaching vulnerable learners and those on community orders or probation

An evidence base

• Drawing on many years of research in the FE sector Michael Swan, Susan Wall and colleagues have developed a professional development programme and resources which are tried and tested

• The material in this session is largely drawn from these two sets of resources,

1. Improving Learning in Mathematics http://tlp.excellencegateway.org.uk/pdf/Improving_learning_in_maths.pdf

2. Thinking Through Mathematics http://tlp.excellencegateway.org.uk/tlp/stem/stem-mathematics.html

• Both contain useful CPD materials.

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Effective Numeracy Teaching

What makes for effective numeracy teaching for people on sentences/probation?

The same techniques and methods as for other adult learners – only more so!

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Effective Numeracy Teaching

Build on learners’ existing knowledge

Needless repetition leads to boredom, poor concentration, poor behaviour and negativity towards the session

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Effective Numeracy Teaching

Build on learners’ existing knowledge

Discuss mistakes and misconceptions

Misconceptions are not catching! Don’t be afraid to discuss why learners get things wrong

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Effective Numeracy Teaching

Below is a link where you can view a video on utilizing learners’ misconceptions.

http://youtu.be/BOzT0_auiUs

This resource can also be found here: http://tlp.excellencegateway.org.uk/resource/su_mat_5819/screens/math_001_004_010/page.html

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Effective Numeracy Teaching

• Build on learners’ existing knowledge• Discuss mistakes and misconceptions• Develop Open and Creative Questioning

Challenge yourself: Try taking a lesson and never asking a question with only one correct answer.

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Effective Numeracy Teaching

Below is a link where you can view a video on good uses of questioning with learners.

http://youtu.be/KnZOpxzkueY

This resource created by MATAS can also be found here: http://tlp.excellencegateway.org.uk/resource/su_mat_5818/screens/math_001_002_010/page.html

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Effective Numeracy Teaching

• Build on learners’ existing knowledge• Discuss mistakes and misconceptions• Develop Open and Creative Questioning• Use Cooperative Small Group Work

• Numeracy is learned by discourse, by discussion and by having to articulate concepts.

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Effective Numeracy Teaching

Below is a link where you can view a video on facilitating good discussion among learners

http://youtu.be/-yxNM1x_UKE

This resource, created by MATAS can also be found here: http://tlp.excellencegateway.org.uk/resource/su_mat_5818/screens/math_001_003_010/page.html

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Activity 1

In a pair or small group do Numeracy activity 1: Sometime/Always/Never

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Effective Numeracy Teaching

• Build on learners’ existing knowledge• Discuss mistakes and misconceptions• Develop Open and Creative Questioning• Use Cooperative Small Group Work• Use Rich Collaborative Tasks

• Rich collaborative tasks can be done by all learners regardless of level. The differentiation is within the task.

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Effective Numeracy Teaching• Build on learners’ existing knowledge• Discuss mistakes and misconceptions• Develop Open and Creative Questioning• Use Cooperative Small Group Work• Use Rich Collaborative Tasks• Create Links Between Mathematical Topics

• Ask learners to explain the differences and similarities • between decimals, fractions and percentages• between counting and measuring

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Effective Numeracy Teaching

• Build on learners’ existing knowledge• Discuss mistakes and misconceptions• Develop Open and Creative Questioning• Use Cooperative Small Group Work• Use Rich Collaborative Tasks• Create Links Between Mathematical Topics• Make it relevant or fun

• Contextualising topics helps learners see the relevance of their learning

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Effective Numeracy Teaching• Build on learners’ existing knowledge• Discuss mistakes and misconceptions• Develop Open and Creative Questioning• Use Cooperative Small Group Work• Use Rich Collaborative Tasks• Create Links Between Mathematical Topics• Make it relevant or fun

• You can find some ideas on teaching mathematics in context here: http://tlp.excellencegateway.org.uk/tlp/xcurricula/lmic/

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Activity 2

In a pair or small group do Numeracy activity 2: The Race Game

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Effective Numeracy Teaching: Summary 1

Learners should be:

•Engaged and interested

•Challenged and thinking hard

•Talking or debating

•Exploring their own knowledge and beliefs

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Effective Numeracy Teaching: Summary 2

Teachers should be:

•Asking open/probing questions

•Ensuring learners at all levels are effectively engaged

•Challenging learners

•Listening

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What next?

• Too often maths is thought of as a closed system of ‘right’ answers and obscure knowledge handed down by teachers.

• The ideas and approaches outlined in this session can help maths and numeracy sessions become more lively, challenging and fun.

• Take a look at some of the recommended resources for further ideas and to see more videos of maths lessons.

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Materials in this CPD were devised by the following members of the Institute of Education: Brian Creese (numeracy), Jay Derrick (assessment and embedding), Jane Hurry (motivation and exit strategies), Maria Kambouri (ICT), Irene Schwab (literacy) and John Vorhaus (continuing professional development and learner contexts)

Helpful suggestions and comments were made by Joe Shamash and Olivia Varley-Winter at City & Guilds Centre for Skills Development.

If you would like to contact us please email

Jane Hurry at j.hurry@ioe.ac.uk

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The CPD FrameworkAn outline of the sessions

21Numeracy