Transcript Strategies for Numeracy Across the Curriculum

Developing a School-Wide
Numeracy Plan
March 16, 2010
School Improvement Webinar Series www.acteonline.org/multimedia.aspx
Your Moderator, Host and Presenter
Diana
Rogers


Regional
Coordinator
HSTW NE
Ohio Region
Catherine
Imperatore


Electronic
Media Manager
ACTE
Michelle
Walker-Glenn
 HSTW

Technical Coach
HSTW SW Ohio
Region
Sound Check
Can everyone hear me?
Having problems?


Adjust the volume on your speakers or headphones.
If that doesn’t work …
1)
Close the Audio Broadcast window, then rejoin
the Audio Broadcast by choosing “Communicate”
from the top menu and selecting “Join Audio
Broadcast.”
2)
Request to join the teleconference by clicking
“Request” in the Participants panel on the right
side of the Webinar screen.
Questions, Polls & Interactive Responses



To ask about the content type a
question in the Q&A panel and
send to All Panelists.
Questions will be
addressed at the end
of the presentation
For technical problems or any
other questions, type in the
Chat panel and send to the
Host.
For polls and other interactive
responses, look at the right
column of your screen when
instructed.
Replay or Register for Webinars
www.acteonline.org/multimedia.aspx


Archived
Assessing Academic Rigor
Archived
Developing Effective School Improvement Teams
Archived
Motivating Students to Participate in Assessments
Archived
Using Multiple Sources of Data to Monitor Success
Archived
Developing a School-wide Literacy Plan
Archived
Establishing an Effective Advisor/Advisee Program
Apr 13, 2010
Using the Technical Assistance Visit Report
Complete webinar survey at the end of today’s webinar.
Graduate credit may be available for participating.
Workshop Objectives



Understand the rationale for emphasizing
numeracy across the curriculum
Understand the definition of numeracy; how it is
compares to mathematics, and how it
compares to literacy
Examine the steps needed to create a schoolwide numeracy plan
Poll Activity
Check all that apply:








a) Am an educator…
b) Have taken a math class as a student…
c) Have experienced a great math lesson with an
incredible teacher…
d) Have suffered through a horrible math lesson…
e) Have taught math …
f) Am glad I never had to teach math…
g) Would describe myself as a “math lover”…
h) Would describe myself as a “math hater”…
Poll Activity
Check all that apply:

a) Literacy is currently emphasized at my school.

b) Numeracy is currently emphasized at my school.

c) We have a school/district literacy coach.

d) We have a school/district numeracy coach.

e) We have a school/district literacy plan.

f) We have a school/district numeracy plan.
Why is Numeracy Important?
“To function in today’s society, mathematical literacy
(what the British call “numeracy”) is as essential as
verbal literacy. These two kinds of literacy, although
different, are not unrelated. Without the ability to read
and understand, no one can become mathematically
literate. Increasingly, the reverse is also true: without the
ability to understand basic mathematical ideas, one
cannot fully comprehend modern writing such as that
which appears in the daily newspapers.”
-- National Research Council, 2001
Is Mathematical literacy a problem?
Adult Perspective…



78% of adults cannot explain how to compute
the interest paid on a loan
71% cannot calculate miles per gallon on a trip
58% cannot calculate a 10% tip for a lunch bill
(Philips, 2007)
2008 HSTW Assessment Results
All Sites
Percentage of Students at Each Performance Level
66%
Reading
34%
26%
30%
10%
59%
Math
41%
43%
14% 2%
61%
Science
39%
below Basic
40%
Basic
Source: 2008 HSTW Assessment, All Ohio Sites
Proficient
17%
4%
Advanced
3 Reasons Why Numeracy is Important…

Economy/Employability
“I advise my students to listen carefully
the moment they decide to take no more
mathematics courses. They might be able
to hear the sound of closing doors.”
--James Caballero, 1991

National Security
National Security Agency – www.nsa.gov

Democracy
“To develop an informed citizenry and to
support a democratic government,
schools must graduate students who
are numerate as well as literate.”
--Lynn Arthur Steen, 1999
What is Numeracy?











“At homeness” with numbers
Appreciation of mathematics
Confidence in math
Reasoning skills
Mental math ability
Use symbols
Sense of numbers
Use mathematical models
Interpret data
Read and interpret graphs
……
Verbal Literacy and Numeracy
Area of
Mathematics
Traditional Perspective
Mathematical Literacy
Perspective
Arithmetic
Adding, subtracting multiplying,
and dividing
Units and conversions, measurements and
tolerances, estimates and accuracy
Numbers
Place value, digits
Notation and coding, index numbers and averages,
employment indices
Geometry
Properties of circles and
triangles, areas and volumes
Shapes and measurements in three dimensions to
organize data, global positioning systems
Statistics
Means, medians, standard
deviations
Visual displays of quantitative ideas, random
trials, confidence intervals
Logic
Mathematical rigor, deductive
proof
Hypotheses, conjectures, causality and correlation,
statistical inference
Probability
Calculating combinations
Estimating and comparing risks, chance, and
randomness
Applications
Solving word problems
Collecting, organizing and interpreting data; allocating
resources and negotiating
differences
Proof
Logical deduction
Counter examples, scientific reasoning, legal
standards, beyond a reasonable doubt
Technology
Doing arithmetic on calculators,
graphing calculators
Spreadsheets, statistical packages, presentation
software, Internet
Mathematics vs. Quantitative Literacy












Power in abstraction
Power in generality
Some context
dependency
Society independent
Apolitical
Methods & algorithms
Well-defined problems
Approximation
Heavily disciplinary
Problem solutions
Few opportunities to
practice
Predictable












Real, metaphoric contexts
Specific, particular
Heavy context
dependency
Society dependent
Political
Ad hoc methods
Ill-defined problems
Estimation is critical
Interdisciplinary problems
Problem descriptions
Many practice
opportunities
Unpredictable
Taken from Bernard Madison presentation at OMSC QL Conference
SREB’s Definition of Numeracy
• The ability to interpret and understand numeric
symbols and relationships
• The ability to communicate and represent
mathematical concepts in a variety of ways
• The development of mathematical culture and way of
thinking and looking at the world in a mathematical
way
• Appreciation for aesthetics, history and application of
math
Source: SREB, 2007
Steps to developing a School-Wide
Numeracy Plan…

Stage 1: Identify critical needs based upon
the data

Stage 2: Developing the plan

Stage 3: Implementing the plan

Stage 4: Monitoring the plan
Stage 1: Current Status
Do all students…
 Take a mathematics class during their senior year?
 Take at least four full-year courses in mathematics in
grades nine through twelve?
Do students…
 Use a graphing calculator to complete mathematics
assignments at least once a month?
 Complete a mathematics project that uses mathematics
in ways that most people would use mathematics in a
work setting at least once a month?
 Orally defend a process they used to solve a
mathematics problem at least once a month?
 Work with one or more students in their class on a
challenging mathematics assignment and receive a
group and individual grade at least once a month?
Stage 1: Current Status (continued)




Do mathematics teachers show students how
mathematics concepts are used to solve problems in real
life situations sometimes or often?
Our school holds celebrations with math themes (e.g., Pi
Day, Family Math Night).
Students regularly time, measure, keep records, make
charts, and plot graphs in Physical Education.
Students participate in competitions that involve
numeracy, such as math teams and stock market
games.
All teachers …
 Received professional development on integrating
numeracy into their subject areas.
 Are required to address numeracy in their lesson plans.
Stage 2: Developing the Plan



Set goals that are specific, measurable,
attainable.
Develop action steps connected to each goal.
Make connections to current school
improvement plans (HSTW Site Action Plan,
OIP, CCIP)
Sample Numeracy Goals




Goal 1: Students 9-12 to take at least four full-year
courses in mathematics.
Goal 2: Students will complete a project at least
once a month that uses mathematics in ways that
most people would use mathematics in a work
setting.
Goal 3: Students will solve open-ended questions in
which they are asked to provide multiple solutions at
least weekly,
Goal 4: Students will incorporate the use of data,
charts, and graphs across content areas at least
monthly to help students master a grade-level
indicators.
More Sample Numeracy Goals



Goal 5: Student will recognize the importance of
units across content areas.
Goal 6: Students will interpret large (or small)
quantities in personally meaningful terms (units) at
least monthly.
Goal 7: Teachers will identify an individual area of
professional development related to numeracy and
document their work to improve their numeracy
skills.
Sample Numeracy Goals
Sample Action Steps



Goal 1: Students 9-12 to take at least four full-year courses in
mathematics.
 Set benchmarks to annually increase the percentage of students
taking four years of high school mathematics.
Goal 2: Students will complete a project at least once a month
that uses mathematics in ways that most people would use
mathematics in a work setting.
 Use teacher teams to develop cross curricular projects: mathEnglish, math-science, math-social studies, math-PE, etc.
Goal 3: Students will solve open-ended questions in which they
are asked to provide multiple solutions at least weekly.
 Use teacher teams to create lesson plans that address
conceptual understanding, application, and adaptive reasoning.
Stage 3: Implementing the Plan



Focus on targeted goals and strategies—not
just “numeracy across the curriculum.”
Recognize that numeracy is embedded in all
courses. Take collective responsibility.
Provide targeted professional development.
This includes time for focused, collaborative
lesson planning.
Professional Development must be
Job-Embedded…Model Numeracy Strategies
During faculty meetings:

Model numeracy strategies during faculty meetings

Set up demonstration classes where peers can
observe numeracy strategies in use.

Ask departments, other than the math department,
to showcase a numeracy strategies.

Use math teacher expertise to support non-math
teachers in embedding cross-curriculular content.
Stage 4: Monitoring the Plan

Continue to collect data. Acknowledge gaps and
celebrate successes.

Be thoughtful of attitudes and concerns

Revise the plan at least annually to address
changing needs.
Resource for Numeracy Strategies



Rationale and definition
section
Strategies for numeracy
across the curriculum
Leadership strategies
for introduction to staff,
surveys for data
collection, etc.
What can all teachers do NOW to enhance Numeracy?

Be a good role model. Showcase the way you use
mathematics in your professional life as well as your specific
content area.

Make mathematics an integral part of daily instruction. Strive
to make a connection during each class.

Create and/or gather samples of mathematical connections
to your specific content area. Share newspaper articles,
magazine articles, and professional journal articles that show
how mathematics is utilized in your academic discipline.

Allow students choice about their completion of assignments
that incorporate mathematics and problem solving.
Source: Adapted from SREB, 2003
What can all teachers do NOW to enhance Numeracy?

Invite students to incorporate data and data analysis as
part of writing to authentic audiences for authentic
reasons about which they truly care.

Look at student work with an eye for logical reasoning,
use of multiple representations, incorporation of data,
and use of graphs that make cross-curricular
connections.

Avoid sharing any personal “math phobias” or a personal
dislike of mathematics. Educators never boast of being
illiterate, yet we often freely share that we are
innumerate!
Source: Adapted from SREB, 2003
Recommended Resources
Publications:

Mirra, A. J. (2003). Administrator’s guide: How to
support and improve mathematics education in
your school. Reston,VA: The National Council of
Teachers of Mathematics, Inc.

Paulos, J. A. (2001). Innumercy: Mathematical
illiteracy and its consequences. New York: Hill and
Wang.

Improving achievement in mathematics and
science. (2004, February). Educational Leadership,
61, 5-96.
Recommended Resources
Publications (cont):

Steen, L. A. (1999, October). Numeracy: The new
literacy for a data-drenched society. Educational
Leadership, 52, 8-13.
Website:

Southern Regional Education Board (SREB),
www.sreb.org
Questions

To ask about the content
type a question in the
Q&A panel and send to
All Panelists.
Questions will be
addressed at this time
 Or an email response will be
sent to you after the webinar.
Question

Do you have an numeracy guide that
provides step-by-step instructions for
planning and implementing a numeracy
plan?
Question

What professional development is
available to assist school teams in
learning more about developing a
schoolwide numeracy plan?
More Q & A

Questions and responses
Contact Information
If you have questions or would like to learn more
about developing a school-wide numeracy plan,
please contact:
Michelle Walker-Glenn, Coach
HSTW SW Ohio Region
[email protected]
“A man is like a fraction whose numerator is what he is and whose
denominator is what he thinks of himself. The larger the denominator,
the smaller the fraction.” – Leo Tolstoy
Next Webinar in the Series
Using the Technical Assistance
Visit Report
Jim Posta, Coach
HSTW NW Ohio Region
April 13, 2010
from 11:30 – 12:30 ET
Thank you for participating!
Reminders…
 Register for future webinars or to view archived
webinars at www.acteonline.org/multimedia.aspx or
www.hstwohioregions.org
After leaving today’s webinar…
 Please complete the webinar survey.
 If you are interested in graduate credit, remember to
print a copy of the survey.
Please click the X to exit the webinar.
Have a great day!