1. www.pdst . ie
History
Identifying Numeracy Moments in History
http://pdst.ie/postprimary

2. www.pdst . ie
What are
numeracy
moments?

3. www.pdst . ie

4. www.pdst . ie
 Numeracy is NOT LIMITED to the ability to use numbers, to
add, subtract, multiply and divide.
 Numeracy encompasses the ability to use mathematical
understanding and skills to solve problems and meet the
demands of day-to-day living in complex social settings.
 Numeracy involves being able to:
• Think and communicate quantitatively
• Make sense of data
• Have a spatial awareness
• Understand patterns and sequences
• Recognise situations where mathematical reasoning can be
applied to solve problems.
(National Literacy & Numeracy Strategy, 2011)

5. www.pdst . ie
Numeracy
• There are opportunities to
acquire numeracy skills and
concepts in History.
• Questioning, explanations, justifications and higher
order thinking should be used and explored where
appropriate.
• Where numeracy arises in a natural, uncontrived
manner the language, procedure, and concept should
be dealt with in a manner that is consistent to that of
the mathematics department.

6. www.pdst . ie
Numeracy
In history certain topics
give rise to opportunities
for subject teachers to
reinforce common
language, procedures, and
concepts that students
experience in mathematics
lessons

7. www.pdst . ie
Can you identify
numeracy moments
in the teaching of
the History syllabi?

8. www.pdst . ie
Activity
Number,
money,
measure
Data handling
Shape & Space
Relationships
& patterns

9. www.pdst . ie
Number, Money & Measure Data Handling
• Are students encouraged to estimate,
calculate and check their answers?
• Are the approaches used in line with
and of the same standard as those the
students would use in mathematics
lessons?
• Where appropriate is the concept of
bias discussed in lessons?
• Are students encouraged to choose
appropriate graphical representations?
• Are students encouraged to retrieve,
interpret and draw conclusions from
the data presented?
• Can students identify and give
examples of primary and secondary
data?
Shape and Space Relationships & Patterns
• Are students encouraged to estimate,
calculate and check various
measurements?
• Are students encouraged to use
appropriate units of measure?
• Can students identify the architectural
features from key periods in history?
• Are students encouraged to make
connections between cause and
effect?

10. www.pdst . ie

11. www.pdst . ie

12. www.pdst . ie

13. www.pdst . ie
Knowledge Understanding Application Analysis Creating Evaluation
Count
Choose
Define
Describe
Identify
Label
Match
Name
Outline
Record
State
Write
Associate
Classify
Compare
Demonstrate
Discuss
Estimate
Interpret
Give examples
Rewrite
Paraphrase
Add
Apply
Calculate
Demonstrate
Divide
Examine
Graph
Prepare
Produce
Show
Solve
Use
Analyse
Combine
Design
Develop
Illustrate
Investigate
Observe
Outline
Point out
Select
Compile
Compose
Create
Generate
Imagine
Order
Organise
Plan
Rearrange
Assess
Compare
Conclude
Contrast
Debate
Interpret
Measure
Prove
Rank
Rate
Blooms Taxonomy of Critical Thinking

14. www.pdst . ie

15. www.pdst . ie

16. www.pdst . ie
http://cmsnew.pdst.ie/node/3248

17. www.pdst . ie
Numeracy in School

18. Fí s Foghlaim Fo rbai r t
www.pdst.ie
© P D S T 2 0 1 4
This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0
Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material
(not including images and logos) free of charge in any format or medium, under the terms of the
Creative Commons Attribution Share Alike Licence.