Introducing the Numeracy continuum K-10

NSW Curriculum and Learning Innovation Centre

During this session, you will …..

• discuss what is numeracy

• consider the importance of numeracy within the new NSW K-10

syllabuses

• learn about the key features of the print and interactive numeracy

continuum

• discuss how the Numeracy continuum K-10 can support teaching at

a whole school level and at a classroom level and be used to

monitor student progress.

NSW Curriculum and Learning Innovation Centre

What is numeracy?

• What do you think numeracy is? Discuss with a partner.

• The syllabus states that numeracy involves drawing on knowledge of particular contexts and circumstances in deciding when to use mathematics, choosing the mathematics to use and critically evaluating its use.

• To be numerate is to use mathematics effectively to meet the general demands of life at home and at work and for participation in community and civic life.

Numeracy in the new NSW syllabuses

Numeracy is one of the seven general capabilities in each of the new NSW K-10 syllabuses. Students become numerate as they develop the confidence, willingness and ability to apply mathematics in their lives in constructive and meaningful ways.

It is important to address the mathematical language used within the content of each syllabus.

NSW Curriculum and Learning Innovation Centre

Knowledge of the Numeracy continuum

NSW Curriculum and Learning Innovation Centre

Research underpinning the Numeracy continuum

• The Numeracy continuum K-10 developed from the Count Me In

Too Learning Framework in Number.

• It represents a synthesis of extensive national and international

research over the past 20 years.

• The continuum underpins State developed numeracy programs

including Best Start, Targeted Early Numeracy (TEN), Count Me In

Too (CMIT), Counting On and Taking Off With Numeracy (TOWN).

What is the Numeracy continuum?

• The Numeracy continuum describes how students progress from using simple to increasingly sophisticated strategies in order to solve number and measurement problems.

• It supports teachers’ understanding of how students develop numeracy concepts by providing an explicit framework of students’ strategies and understandings across critical aspects of numeracy.

An overview of the Numeracy continuum K-10

.

Read the pamphlet, An overview of the Numeracy continuum K-10 and discuss with a partner the list of suggested ways that the continuum can be used to support teaching.

Which points from the list are you already implementing without using the continuum?

How could the continuum support these areas in the future?

How could you use the continuum to support other areas on the list?

Where is the student now?

How do I know?

Where does the student need to go next?

How will I support the student to move there?

How will I know that the student has progressed?

Supporting students’ numeracy learning

Discuss how the continuum can be used to support the teaching and learning cycle.

The Numeracy continuum website

http://numeracycontinuum.com/

Introduction to the interactive Numeracy continuum

http://www.numeracycontinuum.com/

NSW Curriculum and Learning Innovation Centre

What have you learnt?

• Return to the Know, Want to know, Learnt proforma.

• Add further comments to the Learnt column. • Share your recordings with a partner or the

whole group.

NSW Curriculum and Learning Innovation Centre

Exploring the Numeracy continuum

To explore the Numeracy continuum in greater depth, view the

resource, Using the numeracy continuum with the new Mathematics K-10 syllabus.

http://www.tale.edu.au/tale/live/teachers/shared/BC/using_continuum.pdf