Literacy + Mathematics + Language = Numeracy?

1. Literacy + Mathematics + Language = Numeracy? Dave Tout, ACER tout@acer.edu.au

2. Literacy + Mathematics + Language = Numeracy? • What is numeracy? • How does it relate to literacy? • How does it relate to mathematics? • And how does it relate to language? • What does it mean for teaching numeracy?

3. Literacy + Mathematics + Language = Numeracy? • The equation L + M + l = N, how else can we look at it? • Should we start with the subject of the equation - numeracy? N = L + M + l

4. So what is this thingNumeracy?

5. So what is this thingNumeracy?

6. So what is this thingNumeracy?

7. So what is this thingNumeracy?

8. Numeracy counts too

9. So what is this thingNumeracy? • And in workplaces they use: • Measurement, including of areas and volumes • Numbers in all forms – whole, fractions, decimals, percentages • Quantities – rates, $/m, $/m3 etc • Statistics – tables, graphs, averages • Geometry and shapes • And yes, they do use algebra!!

10. And yes, algebra is used!

11. So, what is numeracy? • Numeracy is the bridge between mathematics and the real world • Numeracy is about making meaning of mathematics and therefore maths is seen as a critical tool to be used efficiently and effectively – and it can be low level maths through to high level maths • Numeracy is about using maths for social purposes (personal, community, work, further education)

12. Lynn A. Steen, probably the most articulate spokesperson for “Quantitative Literacy”, states that: "...numeracy is not the same as mathematics, nor is it an alternative to mathematics. Today's students need both mathematics and numeracy. Whereas mathematics asks students to rise above context, quantitative literacy is anchored in real data that reflect engagement with life's diverse contexts and situations. What is numeracy?

13. Is there a numeracy problem? Gender (Oz): 47.5% of males are at levels 1 or 2 57.6% of females are at levels 1 or 2 A difference of over 10%!

14. Is there a numeracy problem? • Age • After an initial dip, age and skills are inversely related. • Generally highest performing age groups are from the early 20s to early 30s. • What are schools teaching students? • If you don’t use it, you lose it. Importance of lifelong learning?

15. Solving a real numeracy problem 20% • Joe measures the depth of a road to be filled with asphalt. It is 225 mm deep (= the compacted thickness). • He knows that the loose thickness needs to be 20% more than the compacted thickness. • How high must the “loose” asphalt be prior to compacting by the roller? • How did you work it out? What did you need to do to solve the problem? Loose thickness Compacted thickness

16. Solving a real numeracy problem 20% • And how did you calculate the 20%? Loose thickness Compacted thickness 20 225 X 100 1

17. Solving a numeracy problem • Step 1: Understanding the problem – reading the real world - reading/listening/watching – a literacy activity. • Step 2: Doing the maths – calculating / estimating / measuring / acting in some way • Step 3: Putting it back into the real world to make it work, interpreting the maths and communicating it to others. More literacy. • So there is some L in N! • And now to the M?

18. The mathematics

19. The mathematics • The M is central to the numeracy equation N = L + M + l. You need M to be N. • Is mathematics a problem? • Who’s a L teacher? • Who’s a M teacher? • Who’s a l teacher? • Who’s a N teacher? • Who’s all? Do you teach VET!?

20. The mathematics • How do you feel about maths? 0 Hate it 1 2 3 4 Love it

21. The mathematics • Were you good at maths at school? In Primary school? In High school? 0 Hopeless 1 2 3 4 Bloody good • The Blame game

22. The mathematics

23. The mathematics

24. The mathematics Trends in International Mathematics and Science Study (TIMSS) (Hollingsworth, Lokan & McCrae, 2003), an international study based on videos of mathematics classroom practice. As reported in this study, McIntosh describes a typical Australian Year 8 mathematics lesson as: The teacher talks a lot, the students mainly reply with very few words, most of the time the students work, using only paper and pencil, on a repetitive set of low level problems, most presented via the board or textbooks or worksheets; discussion of solutions is mainly limited to giving the right answer or going through the one procedure taught. There is little or no opportunity for students to explain their thinking, to have a choice of solution methods or to realise that alternative solution methods are possible, and very few connections are drawn out between mathematical ideas, facts and procedures. (McIntosh, 2003, p. 108). So we (should) know what Not to do!

25. The mathematics But do we know what we should do? • Yes, for example, Jo Boaler’s research. The main benefits for the students (aged 13 to 16) that came from the “non-text book” school included: • Positive attitudes to maths—lack of mathematics anxiety, and students enjoyed their maths. • Transferability of mathematics skills. These students understood and could apply their mathematics inside and outside the classroom. • Skills remained with them. • Little or no underachievement or anxiety for girls. • Still successful academically on tests.

26. The l – language? Where does it come in? • But where does the language come in? • Let’s look at some “sums” and see how we do them and see what we can learn about doing “maths” and what role language plays.

27. The mathematics - some sums • Work with the person next to you to work out how or why the learners got the following sums wrong: • 657 – 329 = 332 • 1/2 + 1/4 = 2/6 • And the CHALLENGE question: • 225 ÷ 5 = 177

28. The mathematics - some sums • And the CHALLENGE question: • 325 ÷ 5 = 145 • Or • 7235 ÷ 5 = 2775 The lessons: • The language and words are crucial • A context provides meaning • Understanding crucial – and a need for unlearning too!

29. The language of mathematics The lowest common denominator (LCD) is the denominator which contains a representative of factors of each of the denominators. To include all factors take the highest power of each different prime factor present.

30. The language of mathematics H W L Interviewer: Do you know what volume means? Child: Yes Interviewer: Could you explain to me what it means? Child: Yes, it’s what is on the knob on the TV set.

31. The language of mathematics • Maths words are crucial to the understanding and learning of mathematics, but often language use and meaning is not addressed, nor are teachers aware of the important role language plays. • Words can be difficult to understand • Words can be misunderstood, confusing and misleading.

32. Literacy + Mathematics + Language = Numeracy? • So does the equation work?

33. Literacy + Mathematics + Language = Numeracy? • Should language, literacy, VET teachers teach numeracy? • Yes – with support for the maths content • Should maths teachers teach numeracy? • Yes – with support for the language, literacy (and VET) content

34. Teaching numeracy • Teach in context – connect to the real world – use real texts and real situations • Use a problem solving, investigative, open-ended approach • Start from where students are at – allow for different levels, different ways of doing • Use different strategies and activities – cater for different learning styles • Scaffold and model – support the learners • Make the maths skills explicit • Use individual, small and whole group activities • Connect language and maths – crucial • Build confidence – have fun and success!

35. Questions?

36. Some references • Australian Bureau of Statistics, (2007) Adult Literacy and Life Skills Survey: Summary results, Australia (cat. no. 4228.0), Australian Bureau of Statistics, Canberra • Bynner, John & Parsons, Samantha (2005) Does numeracy matter more?, National Research and Development Centre for Adult Literacy and Numeracy (NRDC), London • Bynner, John & Parsons, Samantha (1997) Does numeracy matter? Evidence from the National Child Development Study on the impact of poor numeracy on adult life, Basic Skills Agency, London • FitzSimons, G., Mlcek, S., Hull, O. & Wright, C. 2005, Learning numeracy on the job: A case study of chemical handling and spraying, NCVER, Adelaide. • Gleeson, Lynne, 2005, Economic returns to education and training for adults with low numeracy skills, NCVER, Adelaide. • Hartley, Robyn & Horne, Jackie, (2006) Social and economic benefits of improved adult literacy: Towards a better understanding,National Centre for Vocational Education Research (NCVER), Adelaide • Marr, Beth & Hagston, Jan, (2007) Thinking beyond numbers: Learning numeracy for the future workplace, NCVER, Adelaide. • Marr, Beth; Helme. Sue & Tout, Dave, (2003) Rethinking assessment: strategies for holistic adult numeracy assessment. A resource book for practitioners, policy-makers, researchers and teachers, Language Australia, Melbourne 2003 • Tout, Dave, (1991) ‘Language and Maths’ in Marr, Beth; Helme. Sue & Tout, Dave, Breaking the Maths Barrier, Department of Employment, Education and Training, Canberra • Tout, Dave & Motteram, Gary, (2006) Foundation Numeracy in Context, ACER Press, Camberwell, Victoria