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Is it the Literacy of Numeracy or the Numeracy
of Literacy?
Presenter Richard Korbosky
The ability to think flexibly in Mathematics is an important skill to acquire from the start of the mathematics journey.
There are a range of strategies to assist this development and many of these strategies can be driven by stories which focus on mathematics.
Young students should be given the opportunity to manipulate materials, draw the mathematics and communicate their knowledge.
There are graphic organisers which assist and organise student thinking.
Environments play a significant role in learning.The richer the sensory experience and the more varied the environment, the more engaging for the human brain,The quality of the interactions with significant others has a direct impact on the child’s learning. Experiences and interactions with parents, family members and other adults influence the way a child’s brain develops.
Environment
LANGUAGE IN NUMERACYMathematics/Numeracy has its own set of
vocabulary and terminology. In some cases the language is common everyday language that we use such as ‘that’s a large tree’ or explicit mathematical terminology such as add, subtract, multiply, divide.
Mathematics is a language within itself. We understand that 2 + 5 = 7. This is symbolic language
LINKS TO LITERACYLiteracy is strongly linked to numeracy in that
students need to be able to: listen to what is said; process the information (thinking, reflecting); think of a strategy to do the mathematics; communicate what they have done verbally
(talk) or written (write) or draw share ideas with others; Read the mathematics when it appears in word
problems and other texts such as books, television, advertising, other learning area activities and games
Ambiguity Homonyms- same word with different
meaning e.g. mass , odd“ Calculate the volume of the box”“ high and big number”
HomophonesHomophones- different spelling but the same
sound“ two halves make a whole”For, fourOne , wonTo, two, too
Contextual clues: word problems We had eight mice but some escaped and
now we only have five left . How many escaped?
A mother hen woke up and found that she had only five chicks left. How many did she start with and what might have happened to the rest?
In the suggested the books there are opportunities to focus on mathematical language and mathematics content and strategies
Some of the books also reinforce the ideas of rhyme
They reinforce the correct use of sentence structure , grammar , punctuation, and spelling
Some of the stories can be integrated across the curriculum
Links to the Curriculum
Here is a few I like and use Maths Fables by Greg TangPress Here by Henre’ TulletOne Fish Less by Kim Michelle Toft and Allan
Sheather Roosters Off to See the World by Eric CarleOne is a Snail Ten is a Crab by Sayre and Sayre Chickens by Smart Kids Minnie’s Diner by Dayle Ann Dodds The Best of Times by Greg Tang Little Giant by Simone Lea
There are many story books that are written with a Maths focus
Nursery RhymeA Settling Rhyme Two little feet go tap, tap, tap,
Two little hands go clap, clap, clap,A quick little leap up from the chair; Two little hands fly up in the air.Two little fists go bump, bump, bump, Two little feet go jump, jump, jump, One little body turns round, round, round, And one little child sits quietly down.
NUMBER ONE , TOUCH YOUR TONGUE Number one, touch your tongue Number two, touch your shoe Number three, touch your knee Number four, touch the floor Number five, learn to jive Number six, pick up sticks Number seven, point to heaven Number eight, open the gate Number nine, touch your spine Number ten , let’s do it again
Five bananas on a banana tree,Three for you and two for me.Five bananas on a banana treeOh! I love those bananas!
Four bananas on a banana tree,Two for you and two for me.Four bananas on a banana treeOh! I love those bananas!
FIVE BANANAS
Three bananas on a banana tree,Two for you and one for me.Three bananas on a banana treeOh! I love those bananas!
Two bananas on a banana tree,One for you and one for me.Two bananas on a banana treeOh! I love those bananas!
FIVE BANANAS
One banana on a banana tree,Half for you and half for me.One banana on a banana treeOh! I love those bananas!
No bananas on a banana tree,None for you and none for me.No bananas on a banana treeOh! I love those bananas!
FIVE BANANAS
Action before Abstraction
The call in mathematics is
Ten Frame
TEN FRAME When developing initial understanding of number up to 10. The ten frame, used with counters, should be introduced to show students that small numbers can be shown in a variety of ways. Show Me Strategy Show me three in the ten frames, now show
me three in another way. Can you show me three in another way
Show me 5 and can you show 5 in another way
Show me 2, now show me a 3. How many counters do you have now? ( addition concept)
Show me 3 and show me a 4. How many counters do you have now? ( addition concept)
Show me a 2 and show me a 4. How many counters do you have now? Can you now shift one from the 4 to the 2 . What do you have now? (Linking the ten frames to doubling a number, hence mental strategy).
Show me a 5 and show me a 3. How many counters do you have now? Can you now shift one from the 5 to the 3. What do you have now? (Linking the ten frame to doubling a number, hence mental strategy).
Partition Grid
The idea behind the partitioning grid is to link up part- part to the whole by taking a whole and re-arranging the parts to make the whole
The whole is 12. Put part of the whole in one box and the other part in the second box . What do you have ? Record it in the grid below .
Change the parts . What do you have now . Record the parts
Using the partitioning grid
Subtraction is a difficult concept for young children to cope with
They can show their understanding by manipulating materials
The problem comes when the concept is abstracted in the form of an algorithm
Students need to see the action to link their thinking to abstraction . This takes time.
Subtraction Action
In this empty box at the top place a word problem or a number sentence that the students need to solve using the subtraction action
In the second large box place counters that represent the whole from which a part is taken away.
The part left becomes the result of the subtraction.
Whole – part = part
Subtraction Action Grid
In the morning the hen house had 4 chickens in it and in the afternoon it had 12 chickens in it. How many chickens came into the hen house between morning and afternoon?
Part-Part- Whole Thinking WHOLE
PART PART
10
6 white brown
There were 10 chickens in the yard, some were white and some were brown. If there were 6 white chickens how many brown chickens were there?
The chicken farmer had 20 hens on his farm. He gave some to his friend and now he has 12. How many did he give to his friend?
Peter had 15 swap cards, he gave 8 to John. How many swap cards does Peter have now?
A basket of apples contains 34 apples, some red and some green. If there is 16 green apples, how many red apples are there?
Sue had some stickers. She gave 27 to Valerie. Sue now has 18 stickers. How many stickers did Sue start with?
Using the Action Subtraction Grid
At the party 15 lollies were hidden in the garden. The three children found a total of 9 lollies. How many lollies are yet to be found have one part and the whole; you need to find the other part.
WHOLE
Part Part
So is it ??? The Literacy of Numeracy Or the Numeracy of Literacy
