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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


By working  with  small  groups  

3 (a)  


MATHS LITERACY  –  SUMMARY  OF  29  STUDENT  RESPONSES        

3 (b)  


Appendix 1.4: Interview schedules INTERVIEW SCHEDULE: NR UMERACY SUBJECT DEPARTMENT   EVIEW  OF    NUMERACY  ACROSSS  THE  CURRICULUM   Representative Group/ Subject Department Identifiers

Interviewer

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

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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”  

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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  

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Numeracy Case Study  

Numeracy Case Study

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