Teaching Assistant Level 3 Assignment 8

The learning provision for numeracy development for children is very important from the beginning of their learning platform as maths is a key in every day live for everyone.

It gives a broader perspective of why and how numeracy should be an integral part of teaching and learning in Australian schools. This text, discusses many different factors which provided evidence to why numeracy should be a priority for all. This includes providing insight into how everyone is impact by numeracy, and how numeracy skills are required to be stable in the growing and developing world. Furthermore, it includes national plans for numeracy, and correlation between planning and quality outcomes for numeracy. Additionally, this text also highlights funding plans for numeracy programs and how numeracy education is supported from early years into seniors, and notes down transitional

This is across various sectors ranging from psychological, cross-cultural to educational investigations. In the process challenging the theories developed about how children learn and think in different mathematical domains (Mohyuddin and Khalil, 2016). Although research findings suggest that individual interventions targeting pupils’ difficulties in mathematics are effective, interventions may work better than these are targeting specific strengths and weaknesses ( Dowker and Sigley,2010). Errors and misconceptions can be corrected if teachers provide the correct alternatives to pupils. Counting sets the foundations of early algebra, therefore, it is important that pupils are provided with appropriate activities to support their learning (Earnshaw and Hansen, 2011). There is a range of resources available to support pupils counting needs, however, more needs to be done. Because while it is easy to diagnose learners’ difficulties, finding solutions for them is not that simple (Gillum, 2014). Research demonstrates that teaching pupils to avoid misconceptions is not helpful and could result in hidden misconceptions (Hansen, 2014). Instead of planning to avoid errors and misconceptions, teachers should carefully plan mathematical lessons that allow children be confronted with examples that challenge and encourage them to make connections between mathematical concepts and their own

In conclusion, the general capability of numeracy can be at times difficult to implement. This is because numeracy is often stigmatized to the sciences and math subjects. However, numeracy is another way which students can communicate and demonstrate their historical skills. Through seeing numeracy in this light, enables teachers and students an opportunity to cater for students with diverse learning needs, including those with ESL/D or with a disability.

While it is a much harder concept to define, it outlines the capability to choose and use mathematics in a broad range of contexts in society. Numeracy is the practice of mathematics, it outlines how we conceptualise maths and use it confidently at home, work and within the community. The term numeracy was first coined in 1959 in Britain, meaning that numeracy is quite a new concept, compared to mathematics, and it still evolving. For this reason, numeracy is hard to simply define because everyone has different interpretations of what it means and how it is used. Willis (1998) suggested that being numerate is about having the competence and disposition to meet the general demands of life at home, in paid work, and the participation in community and civil life. In this he addresses that to be numerate one must have the disposition to choose and use mathematical theories in specific contexts to solve problems. Hughes- Hallet (2001) define numeracy as recognising where maths can be used, choosing the appropriate mathematical tools, and being able to interpret the results. While the two definitions are quite different they both asses the importance of using maths in our day to day lives and choosing maths as a solution to a problem. In many professions, numeracy is relied on to be able to do a job, for example, a builder must have expert knowledge on geometry, measurement, and symmetry and have the disposition to apply this knowledge to their work. Geometry and symmetry are mathematical concepts that we see in building structures all around the world, and builders must be numerate to apply these skills to a project for it to function properly in society. The first goal set out by the Australian curriculum is to ensure ‘that every child leaving primary school should be numerate, and be able to read,

Because number sense is the foundation that builds a competent mathematician, it is suggested that the onset of school is the best time and the most important time to intervene with potentially high risk children. Also, intervention should start with potential teachers during their disciplines. It is suggested that teachers develop mathematical proficiency in the areas of number concepts and strategies in order to proficiently teach their students.

Although the term 'numeracy' is used in primary school contexts alongside of, and sometimes in place of, mathematics teaching students to become numerate is not about replacing mathematics with numeracy, but rather rethinking how mathematical knowledge is learned and its relevance to students' lives. “A mathematics concept is a metacognitive understanding” (Larkin, K) The concept of Numeracy is broken up into three content strands in ACARA: Number and Algebra, Measurement and Geometry, and Statistic and Probability where each are discussed and explored, “an individual’s capacity to formulate, employ and interpret mathematics in a variety of contexts” (Organisation for Economic Co-Operation and Development, 2014, p.

Once students know the basics of mathematics, they should be introduced to a calculator to check their work. According to research done by Bethany Riddle-Johnson of Vanderbilt’s Peabody College of Education and Human Development, the level of understanding that a student had of mathematics was more important to whether calculator usage did more harm than good. The students who

The addition is the first operation children learn from a young age and mastering it, is the first step toward the long-lasting appreciation of maths. Children from Early Years Foundation Stage (EYFS) do not need to memorise complex additions in order to become confident with basic addition. instead, teachers support children to practice counting; counting on, doubling, learning place value visually rather than mentally and encourage them to do it in different ways. They also use

As everyone grows up, everyone has to take a Math class from Kindergarten to twelfth grade. At the early stage of math classes, most of the problems were solved by using pencil and paper. Eventually, calculators took over the method of using pencil and paper. Calculators were first made in 1642 by a French mathematician, Blaise Pascal. According to the article, “Who Made the First Calculator,” calculators were created for the usage of helping a person add and subtract numbers without using their hands (“Who made the first calculator”). However, they were not introduced into classrooms due to the cost, size, and appearance of the calculator. Eventually they became sleeker and less expensive. Ever since then students started to use them in

Mathematic is really important for the child’s brain development, introducing appropriate math materials to the child, will help him/her to build the skills to understand and use mathematic in everyday life.

In 2005, LeFevre et Al., researched arithmetic fluency in Canadian students between 1993 and 2005 to analyze the decline in basic mathematics amongst youth. Arithmetic fluency is someone’s ability to calculate solutions with both speed and accuracy. The researchers found that arithmetic fluency creates more space in working memory resources in which would allow students to concentrate on a higher level of understanding. There are four major of reasons of concern of the declines in arithmetic fluency. First, the undergrads lack preparedness in which would influence them in future careers because students do not have the skills that is assumed they already know. Additionally, clinicians struggle with assessing patient’s cognitive ability because arithmetic fluency is an indicator of memory processing. Thirdly, the curriculum in schools shifted from a ‘drill and practice’ technique to discovery of learning in which left less time for practice. Lastly, educators of all levels of teaching are affected when knowledge of arithmetic fluency in students are changed. In this paper I will summarize LeFevre et Al and explain the importance of recognizing the concerns of decline in arithmetic fluency.

It is imperative that learners have a rich understanding of numerical concepts. Many of the later math disciplines and skills that students will encounter are going to require knowledge and application of basic numeracy skills. Merely following steps in a process (e.g. multiplying fractions) or using an algorithm without knowing what is happening to the numbers, will leave the student void of true understanding and in turn, inhibit the path of learning. For example, imagine a scenario where a student who was never able to understand primary concepts related to prime and composite numbers finds him or herself in a classroom years later that requires factoring trinomials. Teachers may never be able to make math easy for their students, but they can support students in a way that enables them to be successful by ensuring they teach it in a way that promotes genuine understanding and knowledge of numerical content.

Performing poorly in mathematics has dire future outcomes. This is particularly true for students. with math difficulties. “Good numeracy is essential in helping our children learn., As students, understanding information makes sense of statistics and economic news which is essential in today’s society. Decisions in life are often based on numerical information: to make the best choices, we need to be numerate”. Poor numeracy is a problem for students who struggle to use numbers. Numeracy complements literacy and is sometimes called ‘mathematical literacy. Teachers should apply a universal design for learning to mediate the language demands of mathematics. ( Reading & Writing Quarterly, 31(3), 207-234). Communication is exchanging information using symbols, signs, and/or behavior (“Communication,” 2015), to evaluate their peers ' contributions. In their Research in practice book Stars Are Made Of Glass: Children as capable and creative communicators (2010), Leonie Arthur, Felicity McArdle and Marina Papic: and provide valuable definitions by examples of the elements that comprise ‘numeracy’: (p. 7) Spatial understandings include two and three-dimensional shapes, position (under, over), location (near, far) and orientation (turn, roll). (p. 7). Measurement understandings include concepts such as height, length, mass and temperature. (p. 8) Predicting and estimating involve using ‘data’ or information to suggest, for example, which object will be fastest, or which will sink.

It is this writer’s hypothesis that students should not be allowed to use calculators to perform basic mathematical computations if they have not mastered the basic concepts of subtraction, addition, multiplication, and division. Based upon classroom observations of students in various classed, serious issues have arisen because of students who have no desire to learn that 2*3=6 because they know that they have the choice to use the calculator instead.