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
By working with small groups
MATHS LITERACY – SUMMARY OF 29 STUDENT RESPONSES
Appendix 1.4: Interview schedules INTERVIEW SCHEDULE: NR UMERACY SUBJECT DEPARTMENT EVIEW OF NUMERACY ACROSSS THE CURRICULUM Representative Group/ Subject Department Identifiers
DATE: 3/10/12 DEPARTMENT: SUMMARY 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?
It depends on the subject but we should try when we can, we probably should do more. How closely do we collaborate with the mathematics department in planning our delivery schedule?
Not closely at all. No time for meetings. 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?
Not sure, don’t know what they do.
What is working well?
Students like using the LUVE2CU problem solving approach and pair work. Are there any problem areas?
Use of Maths language, understanding Maths terms & symbols, general carelessness. What action can we take to improve?
More links with Maths dept, key words, posters, insist on students checking their work. 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?
Using LUVE2CU and pair and group work, group work can be difficult with some classes. What strategies are most successful in enhancing the numeracy skills of students with special education needs?
Differentiation, concrete resources, peer tutoring, on-line games such as freerice.com.
What are the most effective teaching and learning strategies for further developing the numeracy of students with very good mathematics ability?
Extension exercises, on-line programmes, peer tutoring.
Do we provide opportunities for the assessment of numeracy when assessing students’ learning in this subject?
Sometimes, it depends on the subject.
What resources, including ICT, are most useful in enhancing the teaching of numeracy in our subject?
Visualiser, IWB, on-line games, IXL free practices, freerice.com, graphs/charts in magazines. What changes should we consider in our practice to further facilitate numeracy development in our lessons?
• Review subject plans to identify numeracy needs of each topic. • CPD from Maths department. How effective is our approach to homework in consolidating students’ learning of numeracy in our subject? • 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 certain63 topics are being taught. • Common use of calculator. • Let students work out their own percentages for test results
Diagnostic Window Review Numeracy
List the strengths
List the areas for improvement
1. Learner outcomes 1. Learner outcomes Attainment of curriculum objectives Attainment of curriculum objectives 2. Learning experience 2. Learning experience Engagement in learning Engagement in learning 3. Teachers’ practice 3. Teachers’ practice Teaching approaches 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”
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
Numeracy Case Study