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## Literacy in the Numeracy Classroom

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**Welcome**Literacy in the Numeracy Classroom Brett Meek Hunter Central Coast PSP Consultant brett.meek@det.nsw.edu.au 4972 3010**New Scheme Teachers**Literacy in the Numeracy Classroom This workshop provides 8 hours of Teacher Identified Professional Learning for your NSW Institute of Teachers requirements. It addresses the following standards: 1.2.2, 2.2.3, 3.2.4, 6.2.4**If**and then For many people… Answer because**That other syllabus …**Learning about … Learning to …**Working Mathematically**5 Interrelated Processes Questioning Applying Strategies Communicating Reasoning Reflecting**Working Mathematically(Aust Curriculum – Proficiencies)**The New NSW K-10 Mathematics Syllabus incorporating the Australian Curriculum Communicating Understanding Problem Solving Reasoning Fluency**Literacy in the Numeracy Classroom**Technical Language • Words that mean the same in ordinary language eg. equal • Words that are only used in mathematics eg. parallelogram • Words that have totally different meanings in mathematical context. eg. volume**Literacy in the Numeracy Classroom**Slippery Words Odd third even sum square face weight side edge**Literacy in the Numeracy Classroom**... and quite often multiple meanings SCALE**Literacy in the Numeracy Classroom**Language considerations Prepositions: by, in, to, on, for We came by car. Multiply 3 by 2 Prepositions can change meaning Increase by 7 Increase from 7 Increase to 7**Literacy in the Numeracy Classroom**How do you verbalise 7 - 5? 7 minus 5 7 take away 5 take 5 from 7 from 7 take 5 subtract 5 from 7**Literacy in the Numeracy Classroom**How do you verbalise 7 - 5? The difference between 7 and 5 How about ... The difference between 5 and 7**Literacy in the Numeracy Classroom**6 – 2 = 4 What is the difference between 2 and 6? 0 1 2 3 4 5 6 7 8 9 10**Literacy in the Numeracy Classroom**6 – 2 = 4 Abstract Concrete 0 1 2 3 4 5 6 7 8 9 10 Visual/Pictorial**Literacy in the Numeracy Classroom**Concrete Pictorial Abstract • Essential process • Some children will skip through the pictorial stage very quickly • BUT • Very important that we explicitly teach children how to operate in the pictorial stage. • Abstract includes being able to operate with numbers without needing to assign them to objects. This is often a difficult concept for children to grasp.**Literacy in the Numeracy Classroom**Pictorial Concrete Abstract**Literacy in the Numeracy Classroom**Mathematicians are like Frenchmen: whatever you say to them they translate into their own language and forthwith it is something entirely different. Johann Wolfgang von Goethe (Maxims and Reflexions, 1829) Les mathématiciens sont comme les Français : quoi que vous leur dites ils traduisent dans leur propre langue et sur-le-champ c'est quelque chose entièrement différent. Johann Wolfgang von Goethe (Maxims and Reflexions, 1829)**Literacy in the Numeracy Classroom**Mathematics Vs Numeracy**Numeracy Vs MathematicsWhat’s the difference?**Mathematics**Numeracy Vs MathematicsWhat might the difference look like?**Mathematics Numeracy**Numeracy Vs MathematicsWhat’s the difference?**We know a student can do 2 + 3 = 5 Where to next? We want to assess his ability to use that knowledge in real life. What do we do?**Numeracy Vs MathematicsWhat’s the difference?**When we do this we can (an do) leave some students behind. We present the maths within a word problem which is (hopefully) designed to reflect a real-world situation. Some of those students who are left behind are quite capable of doing the maths but ...**Literacy in the Numeracy Classroom**Newman’s Error Analysis Anne Newman – Languages Educator 1977 – An analysis of sixth-grade pupils’ errors on written mathematical tasks. (Victorian Institute of Educational Research) 1983 – Strategies for Diagnosis and remediation (Sydney)**Literacy in the Numeracy Classroom**Reading Reading the actual words within the problem Comprehending Understanding what has been read >60% Carrying out a transformation from the words of the problem to the selection of an appropriate mathematical strategy Transformation Process skills >80% Applying the process skills demanded by the selected strategy Encoding Encoding the answer in an appropriate written form**Literacy in the Numeracy Classroom**Reading 3 + 2 = Comprehending 3 + 2 = Transformation 3 + 2 = Process skills 3 + 2 = Encoding 3 + 2 = **Literacy in the Numeracy Classroom**Reading Poorly worded Question Comprehending Carelessness on the part of the learner Transformation Lack of motivation on the part of the learner Process skills Encoding**Literacy in the Numeracy Classroom**Reading Comprehending Transforming Processing Encoding**Literacy in the Numeracy Classroom**Physical Factors Reading Skills Names Reading Vocabulary Limitations Technical Language**Literacy in the Numeracy Classroom**Assist with reading where appropriate Reading**Literacy in the Numeracy Classroom**• Naplan • Test Administration Handbook 2012 • Year 3 and Year 5 • “During the Numeracy Test only, you can assist a student by: • Reading the questions, but you must not read the numbers or symbols within the questions” (p6) • “During the Numeracy Test, you MUST NOT: • Read the numbers or symbols • Explain the meaning of any symbols, numbers or mathematical terms • Interpret any graphs or diagrams” (p6)**Literacy in the Numeracy Classroom**Assist with reading where appropriate Reading Provide a context Insert own name**Literacy in the Numeracy Classroom**Assist with reading where appropriate Dyslexia & other physical factors Reading Provide a context Insert own name**Literacy in the Numeracy Classroom**STLA, Reading Recovery etc. Literacy vs Numeracy Comprehension Comprehension Skills Information Overload Comprehension Physical Factors Vocabulary Limitations Names Technical Language**Literacy in the Numeracy Classroom**Super 6 Strategies Making Connections Predicting Visualising Summarising Monitoring Questioning**Literacy in the Numeracy Classroom**? Comprehension**Literacy in the Numeracy Classroom**Predicting Visualising**Literacy in the Numeracy Classroom**• How many sausages can each person have? • How many sausages does dad need to buy altogether? • How many sausages will be left over? • How many sausages still remain? • How many more sausages does dad need to buy? • How many people can dad feed?**Literacy in the Numeracy Classroom**Information Question**Literacy in the Numeracy Classroom**Comprehension Skills Multiple choice Scattergun approach Vocabulary Limitations Transformation Technical Language Key terms Physical Factors Literacy vs Numeracy Comprehension Information Overload**Literacy in the Numeracy Classroom**Scattergun Approach/Multiple Choice • A barbecue was held for 36 people and there were 3 sausages for each person. How many sausages were there altogether? • 39 • 12 • 108 • 98 Added the only numbers in the question Divided the only numbers in the question Correctly solved the problem OR was aware of the internationally known rule – If in doubt answer ‘C’. Multiplied but did not know how to carry the one or made a careless error.**Literacy in the Numeracy Classroom**Make an Estimation**Literacy in the Numeracy Classroom**- ½ ÷ = + 0.5 Process Skills X ∢ Kg mm ml