The Numeracy Project Intro.

The Framework

The Diagnostic InterviewWai/BOP SNP Pilot Project

Hogan

The Numeracy Project Intro.

The Framework

The Diagnostic InterviewWai/BOP SNP Pilot Project

Hogan

Goals…to develop an understanding …

Goals…to develop an understanding …

• of the numeracy project

• of the stages

• of the NUMPA test

• and develop skills to use the NUMPA test.

• of the numeracy project

• of the stages

• of the NUMPA test

• and develop skills to use the NUMPA test.

The Numeracy ProjectThe Numeracy Project

Teachers are key figures in changing the way mathematics is taught and learned in schools.

The project is about the pedogogy of mathematics education.

Teachers are key figures in changing the way mathematics is taught and learned in schools.

The project is about the pedogogy of mathematics education.

Why Mathematics?Why Mathematics?

Learning how to think through the media of mathematics.

Mathematics

has practical applications.

Learning how to think through the media of mathematics.

Mathematics

has practical applications.

The StagesThe Stages

Broadly these are

• COUNTING

• ADDING

• GROUPING

The more mathematics one knows the more mathematics one will use.

Broadly these are

• COUNTING

• ADDING

• GROUPING

The more mathematics one knows the more mathematics one will use.

The StagesThe Stages

One to one, from 1, imaging, counting on

Early adding, advanced addingEarly grouping, advanced groupingProportional thinking

And the knowledge that is used to build these ideas and ways of thinking.

One to one, from 1, imaging, counting on

Early adding, advanced addingEarly grouping, advanced groupingProportional thinking

And the knowledge that is used to build these ideas and ways of thinking.

The StagesThe Stages

Barriers can be developed by children that can be quite difficult to remove.

Counters need to see easier ways to find the total.

Adders need bigger numbers.

Groupers need propblem solving.

Barriers can be developed by children that can be quite difficult to remove.

Counters need to see easier ways to find the total.

Adders need bigger numbers.

Groupers need propblem solving.

The StagesThe Stages

Progression is dependent on being fluent with the ‘group’ idea.

Fraction +, -, x and / all need multiplication. Likewise, multiples, formula, powers, area, volume, factors, primes, trig...

Progression is dependent on being fluent with the ‘group’ idea.

Fraction +, -, x and / all need multiplication. Likewise, multiples, formula, powers, area, volume, factors, primes, trig...

NUMPA Diagnostic InterviewNUMPA Diagnostic Interview

Get the data from your contributing schools!

The test exposes

the strategies with which

the student is currently operating.

Get the data from your contributing schools!

The test exposes

the strategies with which

the student is currently operating.

NUMPA Diagnostic InterviewNUMPA Diagnostic Interview

This is done before the year begins so that the data has been used to establish groups and lessons. Use the data from contributing schools.

Other students can be interviewed one on one to establish the data.

This is done before the year begins so that the data has been used to establish groups and lessons. Use the data from contributing schools.

Other students can be interviewed one on one to establish the data.

NUMPA Diagnostic InterviewNUMPA Diagnostic InterviewAny written test measures

knowledge only. The interview is recorded on paper and is a vital communication so that the students can explain answers.

Answers given are not marked or judged. It is the thinking that is being measured.

Any written test measures knowledge only. The interview is recorded on paper and is a vital communication so that the students can explain answers.

Answers given are not marked or judged. It is the thinking that is being measured.

NUMPA Diagnostic InterviewNUMPA Diagnostic Interview

ACTIVITY!

Observe an interview and discuss the results.

Your turn…interview a student

And another…and another.

Discuss the process and the data

ACTIVITY!

Observe an interview and discuss the results.

Your turn…interview a student

And another…and another.

Discuss the process and the data

NUMPA Diagnostic InterviewNUMPA Diagnostic Interview

Discuss

• management of the test

• storing the data

• Book 2

• grouping students

• target teaching

• classroom management

Discuss

• management of the test

• storing the data

• Book 2

• grouping students

• target teaching

• classroom management

SNP ProjectSNP Project

Once we know the stage for each student the teacher is able to • pose suitable questions• be happy with a student answer• measure progression • report on progression, attitude and effort

Teachers have a responsibility to meet the needs of each student.

Once we know the stage for each student the teacher is able to • pose suitable questions• be happy with a student answer• measure progression • report on progression, attitude and effort

Teachers have a responsibility to meet the needs of each student.

SNP ProjectSNP ProjectDiscuss• management of groups• managing equipment• schemes that are flexible to

range 3 stages• sharing ideas and joint planning• testing, formative, summative or

any?• journals and mathematics books.

Discuss• management of groups• managing equipment• schemes that are flexible to

range 3 stages• sharing ideas and joint planning• testing, formative, summative or

any?• journals and mathematics books.

YOUR TASKYOUR TASK

You are to interview your students or otherwise obtain the numeracy data needed.

The next workshop deals with interpreting the data and matching the data to the Framework and Knowledge Books 1 and 4.

You are to interview your students or otherwise obtain the numeracy data needed.

The next workshop deals with interpreting the data and matching the data to the Framework and Knowledge Books 1 and 4.

The endThe end