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Numeracy across the Curriculum

Numeracy across the Curriculum. October 2005 Kickoff Kathleen Carpenter, facilitator. Why should I care about numeracy?. Lack of student sensemaking in math Need for high-level consumer reasoning skills Math teachers cannot do it alone. A Problem-solving Approach to Studying Numeracy.

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Numeracy across the Curriculum

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  1. Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator

  2. Why should I care about numeracy? • Lack of student sensemaking in math • Need for high-level consumer reasoning skills • Math teachers cannot do it alone

  3. A Problem-solving Approach to Studying Numeracy • Numeracy is not well-defined • Numeracy means different things in different places • School v. life problem-solving

  4. Five Articles Dealing with Numeracy • Create 10 groups. • Study assigned article and summarize. • Create groups of five, with each member having read a different article. • Present summaries.

  5. Numeracy Concept Map • Refer to page 14 of handout. • Based on discussion and study so far, create a concept map for numeracy. • Present on chart paper.

  6. Data Collection—Numeracy Surveys • Refer to pages 4-6 of handout for numeracy surveys. • Who should take each survey? • Teacher Survey—all teachers • Leader Survey—school leadership team • Student Survey—several classes of students with follow up interviews

  7. Data Collection—Course Placement and Performance • Refer to pages 7-9 of handout. • Other data to track • AP Enrollment • Math-intensive C/T program enrollment • Postsecondary remediation rates

  8. Data Collection—Current Best Practices • Refer to pages 10-13 of handout. • Which best practices are currently taking place? • Which best practices could be goals for our school? • Remember, there are best practices going on in every school. . .sometimes you have to look for them!

  9. My School’s Current Status and Definition of Numeracy • Refer to page 3 of handout. • As a group, complete the chart. • Volunteers share one set of responses with another team.

  10. Definition of Numeracy • Refer to page 15 of handout for working definition. • As a group, create your school’s definition of numeracy. • Consult articles • Consult concept map • Refer to best practices

  11. What is the best estimate of 2.62 x 196? • 3 x 200 • 2 x 100 • 2.5 x 200 • 3 x 150

  12. What is high-quality instruction? • Study article. • What are the implications for my school? • Math classes • Non-math classes

  13. What is the area of the rectangle below? • (rectangle with one side labeled 8 and another side labeled 3) • Eighth-graders correct = 83%

  14. What is the area of the rectangle below? • (rectangle with two sides labeled 8 and the other two sides labeled 3) • Eighth-graders correct = 37%

  15. Introduction to Problem-solving • Study the defn of “question,” “problem” and “exercise.” • Use OGT prep book • Find an exercise. • Find a problem. • What are appropriate uses of the OGT prep book?

  16. Transforming Math Problems • Read article. • What are implications for my school? • Math classes • Non-math classes

  17. Traditional: We are investing $1,000.00 at 5% for 5 years compounded semi-annually. How much money would you make? Revised: • We are investing $1,000.00 for 5 years • 5% compounded semi-annually • 4.9% compounded quarterly • 4.75% compounded continuously • Which would you choose if you were doing the investing? • Explain.

  18. Traditional: • A certain machine produces 300 nails per minute. At this rate, how long will it take the machine to produce enough nails to fill 5 boxes of nails if each box will contain 250 nails? Revised: • Determine the time for filling 5 boxes of nails containing 250 each, given the rate at which nails are produced. Describe the procedure you would use to determine this time.

  19. Traditional: • What is the probability of drawing a blue marble from a bag containing 3 green, 5, yellow, 6 blue and 10 yellow marbles? Revised: • How many blue marbles would you need to add to the original bag of marbles to make the probability of drawing a blue marble 0.5?

  20. Traditional: • Find the circumference and area of a circle with a diameter of 15 feet. Revised: • You are VERY hungry. Given a choice between a 12” round pizza or a 12” square pizza that would cost the same, which would you choose? Defend your choice.

  21. Creating a Differentiated Math Classroom • Read article. • What are the implications for my school? • Math classes • Non-math classes

  22. Team Planning • Role of the Numeracy Leader (p. 16) • Getting Started (p. 17) • SMART Objectives, Action Plans (pp. 18-20) • Specific • Measurable • Action-oriented • Realistic • Time parameters included

  23. Sample Numeracy Objectives • Increase problem solving. • Add one extended response item to every end-of-unit exam. • Meet as a vertical team of math teachers each month.

  24. Homework/Next Steps • Recommended Readings and Web Resources (pp. 21-25) • Page 26 • Implement action plan • Study one of the listed articles

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