Outline
How is Mathematics taught now?The New Zealand Numeracy Framework
Helpful and practical ideas to support your child’s learning in mathematics.
Numeracy Project Goal
“to be numerate is to have the ability and inclination to use mathematics effectively – at home, at work and in the community”
Published in Curriculum Update 45:
Goals cont.
Focusing on the problem and the ways we work stuff out.
Mental and oral before traditional algorithms. Make decisions about the smartest strategy
to use on any given problem. Challenge children to achieve and develop a
positive attitude towards learning mathematics.
Developmental Developmental Stage Stage
ProgressionProgression
The New Zealand Number The New Zealand Number FrameworkFramework
The NZ Numeracy Framework
Each Numeracy Stage highlights key knowledge and strategy that a child should know.
Strong knowledge is essential for students to broaden their strategies across a full range of numbers.
Strategy Knowledge
Creates new knowledge through use
Provides the foundation for strategies
Knowledge and Strategy
Knowledge (what we know/need to know) – Writing and Reading Numbers, Number sequence, Grouping and place value, basic facts.
Strategy (how we do it) – Addition and Subtraction, Multiplication and Division, Fraction and Proportions.
Numeracy Stages Emergent One to One Counting Count from one on Materials Count from one by Imaging Advanced Counting Early Additive Part-Whole Advanced Additive Part-Whole Advanced Multiplicative Advanced Proportional
Counting Strategies
Non Counting Strategies
Emergent – Stage 0
Movie Clip
1,2,3,5,8...?
How many counters? (7)
The child can not consistently count a collection of objects.
One to One Counting - Stage 1
1,2,3,4 and
1,2,3.
4+3=?
The child can count a set of objects up to ten but can’t join and separate sets like 4 + 3 =
Count From One on Materials(Stage 2) After one year at school.
1,2,3,41,2
1,2,3,4,5,6
4 + 2 = ?
The child solves the problem by using their fingers or other materials and counts from one.
Count From One By Imaging – (Stage 3) After one year at school
Counts in head 1,2,3,4,5,6
4 + 2 = ?
The child counts all the objects from one by imaging visual patterns of the objects in their mind.
Advanced Counting (Stage 4) After two years at school.
Counts on 9, 10, 11, 12,
13.
8+5=?
The child counts on from the largest number
Skip counts to work out times tables
Early Part-Whole (Stage 5) Year 3 - 5
“I know that 37+10 is 47. and so I just have to take
one off.”
37+9=?
The child uses simple strategies to solve addition and subtraction problems mentally
Times tables through skip counting and repeated addition.
Advanced Part-Whole – (Stage 6) Year 6
27+20=4747-2=45
40+30=706+5=11
70+11=81
36+18+27=?
The child can select from a wide range of strategies to solve various addition and subtraction problems mentally
‘Knowing’ times tables and using known facts to find unknown facts
Advanced Multiplicative (Stage 7) – Year 7 / 8
121 is 11x1166 is 11x6
(11x11)-(11x6)=(11x5)11x5=55 so the answer
is 55.
121-66=?
The child can select from a wide range of strategies to solve various multiplication and division problems mentally.
Advanced Proportional (Stage 8)
Year 8 / 9 If 4/9 is 16 then 1/9 is 4. So 9/9
must be 4x9 which is 36.
4/9 of x = 16
The child can select from a wide range of strategies to solve challenging problems involving, decimals, fraction percentages and ratios.
Assessing what children know.
Assess - where each child is at through oral interviewing and questioning
Group according to a Childs strategy stage using the New Zealand Number Framework
A useful tool - IKAN Sheets Encourage children to self assess (reflect)
know and own their next learning steps.
Teaching Model and support children
understanding using a researched teaching model.
Using materialsThinking about what would
happen on the materialsWorking only on numbers
Teach to achieve next learning steps.
Working only with numbers
ImagingMaterials
UsingMaterials
Top Related