Transcript PowerPoint Presentation - Numeracy Across the Curriculum

Numeracy Across
the Curriculum
Chris Olley
[email protected]
What does it amount to?
• A consistent approach across the school to
support all students develop their (mental)
numeracy.
• A consistent mathematics across the school
• Integrated problem solving involving
mathematical methods
Bistromathics itself is simply a revolutionary new
way of understanding the behaviour of numbers.
Just as Einstein observed that space was not an
absolute but depended on the observer's
movement in space, and that time was not an
absolute, but depended on the observer's
movement in time, so it is now realized that
numbers are not absolute, but depend on the
observer's movement in restaurants.
Adams, Douglas Life, the Universe and
Everything.
Work these out
• 203712.6
• 340121362
• 14.7²+8.6³
I am ill at these numbers.
William Shakespeare, (1564-1616) Hamlet.
I'm sorry to say that the
subject I most disliked
was mathematics. I have
thought about it. I think
the reason was that
mathematics leaves no
room for argument. If you
made a mistake, that was
all there was to it.
Malcom X
The National Numeracy Strategy ensured that pupils
arrived at secondary school with secure number
skills. Secondary maths departments effectively
developed these skills so that they are fluently
applied in all secondary subject studies.
Olley, C.J. (1961-) A Statement
A good calculator does
not need artificial aids.
Lao Tze (604-531 B.C.)
Tao Te Ching
I remember once going to see him
when he was lying ill at Putney. I
had ridden in taxi cab number 1729
and remarked that the number
seemed to me rather a dull one,
and that I hoped it was not an
unfavourable omen. "No," he
replied, "it is a very interesting
number; it is the smallest number
expressible as the sum of two cubes
in two different ways.“
Hardy, Godfrey H. (1877-1947)
Ramanujan, London: Cambridge
University Press, 1940.
147 + 149
224 ÷ 4
79 + 52
162 – 28
87
• Work only in
your head.
• Write down
the answer as
soon as you
have found it.
• Immediately
jot down (in
any form)
how you did
it.
Albert
Einstein
(1879-1955)
Do not worry about your difficulties in
mathematics, I assure you that mine are
greater.
Is it an add miss?
• You were taught at school to look at the
operation to decide the method.
• In the National Numeracy Strategy you look at
the numbers.
Numeracy Support
• Students are practiced in ways of thinking that
they have learned through the National
Numeracy Strategy.
• They can be quickly prompted into these ways of
thinking with open questions.
• Everyone can use mental methods if they can find
numbers they are comfortable with.
Prompts
• “Can you see numbers close to these that would be
easier to deal with?”
• “Would it be easier the other way round?”
• “Could you break it up and work on the bits
separately?”
• “Could you use doubles or halves?”
• “Can you see an easier problem with the same
answer as this one?”
• “Would it help to jot down a number half way?”
• “Would it help to use a number line?”
The Message
• If students need to solve number problems in
your lessons, support them to solve them
mentally.
• Don’t explain to them how you would do it …
encourage them to reflect on their own
knowledge about numbers.
• Don’t hand them a calculator! (Plan your
calculator use)
We hate bad maths!
• Which department does the most maths?
• To what extent is maths done the same?
• What bad maths do we want to sort out round
the school?
Science in Maths
Time (sec)
Volume of gas (cm³)
0
0
1
3.4
2
6.8
3
10.2
4
13.6
5
17
Volume of Gas Produced
Volume (cm3)
20
15
10
5
0
0
1
2
3
Time (sec)
4
5
6
Maths in Science
Time (sec)
Volume of gas (cm³)
0
0
1
2.7
2
6.7
3
10.6
4
13.2
5
16.8
Volume of Gas Produced
Volume (cm3)
20
15
10
5
0
0
1
2
3
Time (sec)
4
5
6
The Handbook
• Based on agreed principles
– Within the maths department
– Within other departments (through the NAC
working group)
• Examples:
– Deptford Green Guide
Real Problem Solving in Mathematics
• Flaubert, Gustave (1821-1880)
Since you are now studying geometry and
trigonometry, I will give you a problem. A ship
sails the ocean. It left Boston with a cargo of
wool. It grosses 200 tons. It is bound for Le
Havre. The mainmast is broken, the cabin boy
is on deck, there are 12 passengers aboard,
the wind is blowing East-North-East, the clock
points to a quarter past three in the
afternoon. It is the month of May. How old is
the captain?
Maths Solves Problems
Around the School
10cm
50cm
1cm
10cm
You are a lab technician.
You are required to cut the large sheet
of metal into as many of the smaller
strips as possible.
How many can you make?
Where are real problems posed ?
•
•
•
•
•
•
•
•
Biology: survival strategies in mammals
DT Textiles: Islamic Art
PHSE: smoking
Geography: demographic change
English reading rates activity
Numeracy through MFL
Budget and ticketing for the drama production
Chinese New Year
How does it happen
• Seize the moment
• Curriculum mapping
• Activity weeks
• Maths days!
• Get it in both schemes of work
Mechanisms
• SMT support
• NAC working group
• Inset time, departmental meeting time,
staff meeting time
• Access to assemblies, tutor groups,
newsletters, poster campaigns
• Timetabling input
The Development Plan
• I suggest 3 items:
– Support mental maths
– Ensure accurate maths practices
– Maximise opportunities for cross curricula
working