NUMERACY

FAZLINDA BT CHE RANI NOR AMALINA BT DAUD NURUL IZZATI BT ZAMAN

WHAT IS NUMERACY??

Numeracy is a proficiency, which involves confidence and competence with numbers and measures.

It requires an understanding of the number system, a repertoire of computational skills and an inclination and ability to solve number problems in a variety of contexts.

Numeracy also demands practical understanding of the ways in which information is gathered by counting and measuring, and is presented in graphs, diagrams, charts and tables.
(National Framework for teaching Mathematics, 1999)

Numeracy is a mastery of the basic symbols and processes of arithmetic:

Numbers Addition Subtraction Simple multiplication Simple division Simple weights and measures Money counting Telling time

Refer to Cockcroft Report 1982, numeracy is:

An at homeness with numbers

Ability to make use of mathematical skills to cope with the practical

Mathematical demands of everyday life

Ability to estimate and approximate number in a range of situations

Appreciation and understanding of information presented in

Mathematical terms, (in graphs, charts or tables)

RELATION BETWEEN NUMERACY AND NATIONAL MATHEMATICS CURRICULUM

 To provide teachers and students with guidance on numeracy, and to resolve the tension between recognising the importance of numeracy perspectives and avoiding an artificial distinction between it and

mathematics,

authentic

proficiency

standards

for

numeracy will be specified as part of the mathematics curriculum.

 Numeracy includes capacities that enhance the lives of individuals by enabling them to interact with the world in

quantitative terms, communicate mathematically, and

analyse and interpret everyday information that is represented mathematically. It incorporates aspects estimating such as number bearings, sense, map

measurement,

quantities,

reading, networks, properties of shapes, and personal

finance and budgeting.

 Includes the mathematics used by professionals such as

economists, psychologists, architects and engineers, the mathematics that is useful in learning disciplines such as geography, chemistry, physics and electronics, and the everyday vocational mathematics used in fields such as building, sports,

health and catering.

It involves aspects of accurate measurement, ratio, rates, percentages, using and manipulating formulas, the mathematics

of finance, modelling and representing relationships especially

graphically, and representing and interpreting sophisticated data.

TEACHERS ROLES TO HELP STUDENTS ACQUIRE NUMERACY SKILLS

Giving a sharp focus to the relevant aspects of the programmes of study for mathematics.

Provide regular oral and mental work to develop and secure pupils calculation strategies and rapid recall skills.

Use and expect pupils to use correct mathematical vocabulary and notation.

Demonstrate, explain and illustrate mathematical ideas, making links between different topics in mathematics and between mathematics and other subjects.

Question pupils effectively, including as many of them as possible, giving them time to think before answering, targeting individuals to take account of their attainment and needs, and exploring reasons for any wrong answers.

Involve pupils and maintain their interest through appropriately demanding work, including some non-routine problems that require them to think for themselves.

Ensure that differentiation is manageable and centred around work common to all the pupils in a class, with targeted, positive support to help those who have difficulties with mathematics to keep up with their peers.

THE END
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