Numeracy

Numeracy is the knowledge, skills, behaviours and dispositions that students need in order to use mathematics in a wide range of situations. It involves recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully. (VCAA, 2017) (Literacy and Numeracy Strategy DET Phase 2 p6) .

Rationale

Understanding and using mathematical concepts, and being numerate, helps children know and describe the world around them and make meaning of these encounters. Mathematics and numeracy skills will support children to be confident and capable learners as they navigate the increasingly complex global community of the 21st century.

Aims

At Chewton Primary School, students build mathematical:

  • Understanding

  • Fluency

  • Problem solving

  • Reasoning

These capabilities allow students to respond to familiar and unfamiliar situations by employing mathematics to make informed decisions and solve problems efficiently (VCAA, 2017). The goals of numeracy teaching include for students to realise they can create connections across mathematics concepts and between mathematics, other curriculum areas and their lives, devise their own strategies and build representations for themselves, and that their efforts make a difference. (Sullivan 2021)

Implementation

  • At Chewton, we have an integrated approach to teaching numeracy, ensuring there is relevance to real life contexts.

  • Students are able to apply their mathematical knowledge of Number and Algebra, Measurement and Geometry, and Statistics and Probability in rich and authentic learning tasks.

  • We use the gradual release of responsibility model (I do, we do, you do) and High Impact Teaching Strategies: (Setting Goals, Structuring lessons, Explicit teaching, Worked examples, Collaborative learning, Multiple exposures, Questioning, Feedback, Metacognitive strategies and Differentiated teaching).

  • We actively promote positive dispositions towards problem solving, ensuring all students experience challenge and success in their learning. This builds student confidence, flexibility, initiative, and risk, which can be applied across all other learning areas.

  • Students engage in numeracy lessons for a minimum of one hour each day.

  • Class planning and programs are based on the Chewton Primary Whole School Numeracy Scope and Sequence developed from the Victorian Curriculum.

  • Our lesson structure includes a gradual release of responsibility: I do, We do, You do

  • Teachers give explicit instruction in skills and strategies.

  • Students are engaged in individual, pair and small group work.

  • Students and teachers engage in learning conferences and focus group work to build understanding, gain feedback and set goals.

  • All students reflect on their learning at the end of maths lessons, revisiting the Learning Intention and Success Criteria to measure their learning and think about their next steps as well as to give feedback to the teacher.

Assessment

We use formal and informal student assessment to identify where students are in their learning along a developmental continuum, and what skills and knowledge learners need to progress as well as identifying misconceptions. Assessments are used to plan teaching sequences as well as to measure learning outcomes.

Assessment tools include the Maths Online Interview, Digital Assessment Library, pre and post tests, as well as student work samples, learning conferences and classroom observations. Parents/caregivers are informed regularly about students’ progress and goals in numeracy through bi annual formal reports, and formal and informal parent/teacher interviews. Teachers provide explicit feedback to students through individual conferences.