Cross-Curricular Numeracy. How and why should Numeracy be Cross-Curricular?

Cross-Curricular teaching is becoming increasingly popular, and is set to be focussed on largely in Wales with the introduction of the new curriculum design created by Professor Donaldson. In his report Donaldson (2015, p.35) states that ‘the curriculum had become unwieldy, overcrowded and atomistic, and that it was inhibiting opportunities to apply

learning more holistically’ and this is one of the reasons he priorities cross-curricular learning.

Mathematics is a subject that has wide cross-curricular abilities. Many subjects do rely on mathematical ideas and skills as a tool to help aid understanding of the key ideas of the subject (Coles and Copeland, 2013).

Below is a small list of subjects which require mathematical knowledge, as stated by Coles and Copeland (2013).

• Science – Maths is essential to develop understanding of scientific concepts. Lots of mathematical elements can be used in Science, for example use of calculators, problem solving and use of diagrams.
• English – Maths and English both require a good level of communication. Maths skills could be used when verbal skills cannot, for example use of diagrams and tables within essay plans. Maths is also an essential element of poetry- using rhythm in particular.
• Geography – Maths is used a lot in the creation and understanding of maps/plans. It is also essential to have mathematical skills when considering location, in terms of coordinates, distance and measurements, and when considering weather, when talking about temperature speed and accurate data recording.
• Physical Education – Maths may not seem important in such a physical subject however the development of these physical skills can relate to space and shape, which both require mathematical knowledge to understand. Movement will be described using mathematical terms, and even simply throwing a ball requires an understanding of distance and time.

Another way that maths can be used cross-curricular is through a project, rather than intertwining it with another stand-alone subject.  An example would be a ‘Maths and Wellbeing’ project. This is something that my peers and I looked into and created a lesson plan for. This project focussed on Maths and Wellbeing, my particular project looking into whether people spend more time on their phone rather than engaging in conversation. When filling in the lesson plan, it was clear that the other cross-curricular elements to the project included Digital Competency Skills through the use of computer software to create graphs for results, as well as Literacy and Thinking Skills.  These sort of projects rely on maths as a baseline to decide how it should be carried out in relation to what you want to measure, however they also focus on many other areas of development which is the idea and benefit of cross-curricular learning. Projects of this nature are also more engaging for children as it is more active than sitting in a classroom learning one topic area.                                               At the end of the blog, I have inserted an image of the first part of the lesson plan my peers and I created for this project.

To conclude, I believe it is essential that maths is taught cross-curricular because as we have seen, mathematical knowledge and skills are used widely in other subjects, which tells us that mathematical knowledge is highly valuable. Donaldson’s new curriculum report emphasises the importance of cross-curricular learning and is soon to be implemented throughout schools in Wales.

Section of Lesson Plan

References

Coles, D. and Copeland, T. (2013) Numeracy and Mathematics across the Primary Curriculum. London: Routledge.

Donaldson, G. (2015). Successful futures: Independent review of curriculum and assessment arrangements in Wales. Welsh Government.