numeracy case study
DESCRIPTION
Numeracy Case StudyTRANSCRIPT
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
3 (a)
By working with small groups
MATHS LITERACY – SUMMARY OF 29 STUDENT RESPONSES
3 (b)
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Appendix 1.4: Interview schedules
INTERVIEW SCHEDULE: NUMERACY
Representative Group/ Subject Department
Interviewer
Identifiers
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? How closely do we collaborate with the mathematics department in planning our delivery schedule? 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? What is working well? Are there any problem areas?
What action can we take to improve? 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? What strategies are most successful in enhancing the numeracy skills of students with special education needs? What are the most effective teaching and learning strategies for further developing the numeracy of students with very good mathematics ability? Do we provide opportunities for the assessment of numeracy when assessing students’ learning in this subject? What resources, including ICT, are most useful in enhancing the teaching of numeracy in our subject? What changes should we consider in our practice to further facilitate numeracy development in our lessons? How effective is our approach to homework in consolidating students’ learning of numeracy in our subject?
SUBJECT DEPARTMENT REVIEW OF NUMERACY ACROSSS THE CURRICULUM
It depends on the subject but we should try when we can, we probably should do more.
Not closely at all. No time for meetings.
Not sure, don’t know what they do.
Students like using the LUVE2CU problem solving approach and pair work.
Use of Maths language, understanding Maths terms & symbols, general carelessness.
More links with Maths dept, key words, posters, insist on students checking their work.
DATE: 3/10/12 DEPARTMENT: SUMMARY
Using LUVE2CU and pair and group work, group work can be difficult with some classes.
Differentiation, concrete resources, peer tutoring, on-line games such as freerice.com.
Extension exercises, on-line programmes, peer tutoring.
Sometimes, it depends on the subject.
Visualiser, IWB, on-line games, IXL free practices, freerice.com, graphs/charts in magazines.
• Review subject plans to identify numeracy needs of each topic. • CPD from Maths department. • 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 certain
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
1. Learner outcomes Attainment of curriculum objectives 2. Learning experience Engagement in learning 3. Teachers’ practice Teaching approaches
List the areas for improvement 1. Learner outcomes Attainment of curriculum objectives 2. Learning experience Engagement in learning 3. Teachers’ practice 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 6