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Numeracy across learning
- 1. Numeracy across Learning Andrew Gallacher Maths Co-ordinator PGDE Secondary Course Leader
- 4. Numeracy: Wills & Hogan (2000) Knowing (or learning) the concepts, procedures and skills which comprise the content of school mathematics Knowing (or learning) the meaning and sense of mathematical terms and processes as used within particular contexts Having (or developing) the orientations and strategies to manage one’s way through routine or non-routine problem situations Being (becoming) numerate then involves a blend of three types of know-how:
- 5. Numeracy: Wills & Hogan (2000) Being (or becoming) a fluent user of mathematics in familiar settings Having (or developing) a capacity for the deliberate use of mathematics to learn Having (or developing) a capacity to be critical of the mathematics chosen and used. Being (becoming) numerate then involves being able ( learning to) take on three roles:
- 7. Teaching strategies for numeracy
- 8. How are the numeracy outcomes structured?
- 10. What now? [email_address]