Planning Numeracy as cross-curricula

Should Maths be fun? Yes.

Can we make it fun? Absolutely!

More numeracy talks, hope you’re not bored but combining numeracy within other subjects can be interesting. (If you have not read my ‘Introduction to Cross-curricula’ blog already… well, what are you waiting for?)

  Most subjects and our lives are revolved around numeracy, especially in our increased technology centric society. Drawing away from technology at this moment, let’s explore curricula that involve maths. Such as:

-       History - knowing dates and how far back so and so many years the event was.

-       Art – the ratios for mixing colours.

-       Literacy – spell out numbers and big wordy questions that tend to throw people off on tests.

-       Physical Education – learning heartbeats per second/minute for suitable work out or find percentages towards the amount of exercises performed.

-       Science – involves within all types: physics, chemistry & biology

-       Engineering – measurements, electrical measurements etc.

And so on, we can clearly see that there’s no escape from numeracy. But what benefit foes it provide? Having numeracy across the curricula allows both teachers and students to develop the element of making connections by using resources effectively. In this way, it gets the teacher to perform tasks set by them from doing their own research before students are told to go off on their own. This gives children opportunities (who are technologically deprived) to experience and take part in an engaging environment.

 Not only this allows children to have freedom within their learning, finding out numerical facts and knowledge about world events, when and how long ago it happened etc. could possibly make them feel intrigued, encouraging more the child to research into deeper depth – this would also assist them with their literacy skills combined with a history and numeracy topic. By making it compulsory across the curricula, we are emphasising the concept of interactive maths. Interactive numeracy intertwined within other subjects would help to encourage children who has a fixed mindset of “I can’t do maths” or believe that they have ‘maths anxiety’ to take part in numeracy tasks individually without forcing numbers upon them. In this way, we can slowly help them develop their numeracy skills as well as helping them to be verbally interactive, triggering critical thinking and problem-solving skills.

  DfEE (1998) strongly believe that ‘effective interaction’ should consist of opportunities for teachers to interact with pupils so they can listen and provide feedback, showing their knowledge and justify their thoughts and feelings. Pratt (2006) also viewed that effective mathematic teaching takes place when they highlight importance key aspects, demonstrating:

-       Their thinking visually

-       Discuss their process, showing in clear writing

-       Considering others’ ideas and providing your own opinions on whether it would work or not

So to gain a clear understanding overall on being maths interactive, how do teachers plan lessons and various visual representations depending on your own preference as a teacher. Pratt (2006) displayed a table containing features of interactive learning such as asking questions, evaluating and presenting to the class etc.

Alongside bullets points of positive effects for each features. On the other hand, you could follow a lesson planner provided by SEWCTET filling out and putting your own spin of communicating effective learning by filling out:

-       Context/ Topic/ Subject

-       Specific skills being consolidated

-       Learning objectives

-       Success criteria

-       Strategies and methods to execute your lesson aim

  Personally, I would stick to the SEWCTET’s layout of the plan above – however, if I was to struggle and had less time to plan, Pratt’s (2006) table filled with prepared lists to tick off would be ideal. Although, I feel that it is always better be innovative and independent, as this would contribute to the concept of delivering effective teaching. What would you use if you were planning mathematical topics within a subject across the curricula?

References:

-       DfEE (1998) The Implementation of the National Numeracy Strategy – The Final Report of The Numeracy Task Force. London. DfEE.

-       Pratt, N. (2006) Interactive Maths teaching in the primary school. Thousand Oaks, Calif. London: Paul Chapman