This document discusses numeracy and provides recommendations for developing numeracy in schools. It defines numeracy as involving thinking and communicating quantitatively, making sense of data, understanding patterns and sequences, and recognizing situations where mathematical reasoning can be applied. The document notes a decline in mathematics scores for students in transition year and recommends whole-school, subject-based, and extra-curricular approaches to strengthen numeracy, including identifying weaknesses, collaboration among teachers, and activities to promote positive attitudes toward mathematics.

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2. Key Messages

3. Definition of Numeracy
Definition Numeracy
Numeracy involves being able to:
•Think and communicate quantitatively
•Make sense of data
•Have a spatial awareness
Understand patterns and sequences
•Recognise situations where
mathematical reasoning can be applied
to solve problems
to
Numeracy ability Numeracy encompasses is NOT LIMITED the to the
use ability mathematical understanding and
to use numbers, to add,
skills subtract, to
•solve problems
multiply and divide.
•meet the demands of day-to-day living
in complex social settings
Literacy and Numeracy for Learning and Life , DES, 2011

4. Transition from Junior Cycle to Senior Cycle
“While students in Transition Year obtained the highest mean
mathematics scores in both 2003 and 2009, the largest decline (33
points) in PISA mathematics between these two cycles also occurred at
this grade level”
(Mathematics in Transition Year: Insights of Teachers from PISA 2012)
Junior Cert Higher Level
Maths 2013
Leaving Cert Higher
Level Maths 2013
52% 26%

5. Ordinary Level: Senior Maths Competency Test

6. TY & Numeracy
January 2013

7. Recommendations of the Report

8. Numeracy in Action in School
Formal-Whole School
Approaches
Subject-Based Approaches Extra-Curricular Activities
1. An area of weakness
may be identified in
either a Maths
Competency or an
attitudinal survey
2. A formal common
approach will be
designed by the maths
department or the
numeracy team
3. Whole-School
Implementation after
collaboration
1. Numeracy moments
and skills identified in
subject plans
2. Informal collaboration
between subject
teachers and maths
department regarding
common
methodologies and
mathematical language
3. Collaboration with
department colleagues
on how to extend tasks
Possible Activities to
address a weakness or to
promote positive attitudes
1.Bingo
2.Paired maths initiatives
3.www.haveyougotmathseyes.com
4.Problem of the week
5.Board games
6.Young Scientist
7.Social Innovators
8.Maths/Numeracy Week

9. Subject Dept. Plans & DEIS Targets
9
Numeracy
Targets
Communication
Skills/Speaking &
Listening Skills
Literacy
Targets
• Record literacy targets being targeted in SIP
• Record numeracy targets being targeted in SIP
• Record how the subject department plan to meet the targets
• Record agreed subject department classroom methodologies
across whole school
SSE

10. Scale : Is the scale suitable?
Axis : Are the intervals equal?
Label: Are the axes labelled? What
are the units of measure?
Title : What is the purpose of the
graph/chart ?
•
Is there S.A.L.T. on Your Graph?

11. Wo
Mathematical Language
Definition Related words
Write a statement in mathematical
English
Represent the word graphically/
symbolically

12. Knowledge Understanding Application Analysis Creating Evaluation
Count
Choose
Define
Describe
Identify
Label
Match
Name
Outline
Record
State
Write
Associate
Classify
Compare
Demonstrate
Discuss
Estimate
Interpret
Give examples
Rewrite
Paraphrase
Add
Apply
Calculate
Demonstrate
Divide
Examine
Graph
Prepare
Produce
Show
Solve
Use
Analyse
Combine
Design
Develop
Illustrate
Investigate
Observe
Outline
Point out
Select
Compile
Compose
Create
Generate
Imagine
Order
Organise
Plan
Rearrange
Assess
Compare
Conclude
Contrast
Debate
Interpret
Measure
Prove
Rank
Rate
Blooms TaxonoGmiyv oinf gCr itical Thinking