Junior Certificate School Programme
Support Service
Resources for Developing
a
Numeracy Policy
1|Page
Contents Page
What is Numeracy?
3
Why Numeracy?
7
The Concepts, Processes and Skills of Numeracy
9
Principles underpinning the JCSP Numeracy
Strategy
14
The Planning Process
16
Writing the Numeracy Element of the School Plan
20
The Numeracy Planning Group
22
Review of Numeracy Provision
24
Elements of the JCSP Numeracy Strategy
30
JCSP Numeracy Resources
33
Evaluating Success
34
JCSP Support Service
39
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Junior Certificate School Programme
Support Service
The JCSP Numeracy Strategy
Introduction
What is Numeracy?
Numeracy is a contraction of “numerical literacy” and refers to
an ability to “use numbers” and “to reason with numbers and
other mathematical concepts”.
The word was coined and first used in 1959 in the UK
Committee on Education (Crowther) Report. The Crowther
Report coined the term to “represent the mirror image of
literacy.” Just the early definitions of literacy have progressed
from "reading and writing", numeracy is more than " numbers
and measurements".
The Cockcroft Committee (1982) developed a definition from
numeracy. It defined numeracy as "an ability to cope with the
mathematical demands of everyday life" and to develop an "at
homeness with number". This definition infers and signifies
that numeracy is much more than a knowledge of number
facts, and number tables and computational processes that
can be retrieved and recited in swift response to a question.
Although the instantaneous and accurate recall of certain
number facts can be helpful in many learning situations and
contexts, they do not by themselves ensure that students will
feel "at home" with number or will be able to transfer and
apply this knowledge to real life contexts and situations.
Tanner and Jones (2000) stated that numeracy is “knowing
enough mathematical structure to be able to use what you
know to work out what you don't know”.
In (2001) the DfEE claimed that numeracy is "a proficiency
which is developed mainly in mathematics, but also in other
subjects. It is more than an ability to do basic arithmetic. It
involves developing confidence and competence with numbers
and measures. It requires understanding of the number
system, a repertoire of mathematical techniques and an
inclination and ability to solve quantitative or spatial problems
in a range of context. Numeracy also demands understanding
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of the ways in which data are gathered by counting and
measuring and presented in graphs, diagrams, charts and
tables”.
Noss (1990) described numeracy as a "set of tools" for living.
The U.K.Department of Children, Schools and Families
(www.standards.dfes.gov.uk/primary/publications/mathematic
s) defines “numeracy” as a “proficiency which involves
confidence and competence with numbers and measures. It
requires an understanding of the number system, a repertoire
of computational skills and an inclination and ability to solve
number problems in a variety of contexts. Numeracy also
demands practical understanding of the ways in which
information is gathered by counting and measuring, and is
presented in graphs, diagrams, charts and tables.”
Tanner et al. (2002) state that, although numeracy is certainly
based on knowledge of key number and computational facts
and processes, today’s definitions of numeracy seem to have
expanded and extended the boundaries and domains of
numeracy to encompass, embrace and include beliefs and
attitudes towards mathematics, an understanding of how
mathematical processes work and an ability to apply such
knowledge in problem solving and the learning of new
mathematics.
Tanner and Jones (2000) define numeracy as:
 knowing enough mathematical structure to be able to
use what you know to be able to work out what you
don't know
 being fluent with number, being at ease with it, so that
you can play around with it to get what you need
 knowing the language, grammar and symbolism of
mathematics
 being able to solve problems with number and language
and knowing when your answer is reasonable
 coping with the demands of everyday life and knowing
how to choose an efficient process in any situation
which will lead to a reliable answer
 knowing when it is appropriate to use a calculator
Tanner and Jones (2000) suggest that a numerate person
possesses some/most of the following characteristics and
attributes:
 a willingness to have a go at questions involving
number
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a confident knowledge of some basic number facts
and a willingness to use them to derive new facts,
about which they are then equally confident
a realistic sense of the size of the set of numbers
that he knows and how they fit together
a satisfactory knowledge of how to perform
calculations or solve problems in more than one way
an inclination to sometimes checks his answers by
employing another alternative and valid
methodology
an ability to employ estimations and to check the
answers to simply calculations
often has his own personal ways of working
calculations out mentally or in writing
has an ability to explain and justify orally the
methods that he uses to perform calculations
prefers to use mental calculations as his first resort
enjoys doing and talking about mathematics
In May 2007, the Australian Numeracy Education Strategy
Development Conference developed an overarching framework
to describe numeracy: in particular the following elements are
considered central to any description of numeracy:
 "numeracy involves…. using some mathematics to
achieve some purpose… in a particular context"
The New South Wales Department of Education and Training
suggests that "numeracy involves the efficient use of
mathematical ideas to make sense of the world. While it
necessarily involves using mathematical ideas, notations and
techniques, it also involves drawing on knowledge of particular
contexts and circumstances in deciding when to use
mathematics, choosing the mathematics to use and critically
evaluating its use. Each individual's interpretation of the world
draws on understanding of number, measurement, probability,
data and spatial sense combined with critical of mathematical
thinking".
NALA define the concept of numeracy as "a lifeskill that
involves the competent use of mathematical language,
knowledge and sklls. Numerate adults have the confidence to
manage the mathematical domains of real-life situations".
The term “numeracy” is not commonly used in U.S.
educational research literature. The term "quantitative
literacy" is used in U.S. educational research literature.
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There is evidence in research that humans may have an
inborn sense of number. Piaget discovered that children's
concepts of number and quantity develop with age.
" Innumeracy" is a portmanteau of "numerical illiteracy". The
term was coined by cognitive scientist Douglas Hofstadter and
refers to a lack of ability to reason with numbers.
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The Importance of Numeracy: Why Numeracy?
Numeracy is a:
 Critical Life Skill
o It is a powerful investigative and explanatory
tool with great relevance to the real world.

Key Thinking Tool
o It helps to script, mould and inform our
cognitive processing and reasoning capacity.

the Keystone, Epicenter and Core of Mathematics.
o It underpins most mathematical contraventions,
theses and processes
o It is the foundation of all mathematical
understanding.
o Competence in numeracy is the essential
prerequisite for progression and advancement to
the higher levels of mathematics.

Key Learning Skill
o It facilitates and supports access to learning in
many other subject domains of the curriculum.
o It is a fundamental part of, and pervades, other
subject areas across the curriculum and
contributes significantly to the development of
the general skills of communication, analysis,
reasoning, problem solving, prediction and
explanation in these subjects.
The correlation between numeracy and employability and
career prospects has been investigated and documented in
research literature.
Parsons, S. and Byrnner, J. (1997). Research by the "Basic
Skills Agency" (1997)
 In 1995, 1714 adults at age 37 were assessed in
functional numeracy
o (e.g. shopping, calculating a percentage service
charge)
 Poor numeracy skills can reduce employability and
career prospects
 Competent literacy skills do not compensate for poor
numeracy skills when it comes to employability
 Men with poor numeracy were:
o more prone to unemployment
o more likely to be in manual jobs
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o less likely to have had work-related training
o more likely to earn a low weekly wage
Only one in four women with poor numeracy held a full
time job
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The Concepts, Processes and Skills of Numeracy
(1) Numbers and Number Sense
Conceptualisation of Number
o Number sense and awareness
o Counting
o The Place Value principle
o Number Patterns, number bonds, number
relationships, trends and sequences /sequence
predictions
o Recognition of the 3 dimensions of Numerical
Literacy:
 maths symbols
 number symbols
 english symbols
o Number systems (N,Z,Q,R)(whole numbers,
negative numbers, fractions, decimal numbers)
Number conventions:
 Averages
 Prime numbers
 Even and odd numbers
 Percentages
 Powers (squares. cubes)
 Square roots
 Reciprocals
 Factors
 Infinity
 Inverse
 Identity
 Number Equations
Number Line
Order on the Number Line The properties of:
 Commutativity
 Associativity
 Distributivity
Chance and probability
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(2) Using and Applying Numbers
o Developing competence across a repertoire of
computational approaches/skills
 Number operations / calculations /
computation
 Using written Application of Algorithms
 Using assistive technology / Calculator
usage
 Mental processing
 Using estimation / approximations
o Performing and carrying out the 4 basic number
operations (+, -, x, ÷) in the specified number
systems (N,Z,Q,R)
o Making conversions between the various number
systems ((N,Z,Q,R)
o Identifying Equivalences (=)
o Ordering (<, >)
o Rounding off
o
o Performing inverse operations
(3) Problem Solving
o Contextualising number operations
o Recognising and interpreting numbers and
number conventions in a variety of contexts
o Reasoning and investigation
o Make predictions
o Making and testing hypotheses
o Formulating and using number equations
o Trial and error
o Estimation / approximation
o Rounding off
o Proving and disproving
o Develop an ability to judge if their answer is
reasonable by checking their work
(Specific Problem Solving / Using Numbers /Applying
Number in the following Specific Topic Areas…..)
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(4) The Clock, Time and Timetables
 Telling the time and performing computational
operations involving time units
 Time conversions
 Understanding and interpreting timetables
(5) Money and Monetary Operations
 Developing money sense.and awareness
o Recognition of money / Units of currency (coins
and bank notes)
o Place value in currency
o Money transactions and computation in everyday
contexts:
 Shopping
 Paying bills
 Calculating change
 Budgeting
 Making payments and receiving change
 Banking
 Bank accounts
 Loans
 Dealing with debt
 Credit rating
 Investments
 Profit and loss
 Wages
 Taxation system
 Discounts
 Best buys
 Sports numeracy
 Recreational numeracy (travel abroad)…
o Performing monetary conversions
o Performing currency conversions
(6) Measures and Measurement
o Working with the normal (metric) measures of weight,
length, area and capacity
o Perforning number operations with metric measures of
weight, length, area and capacity
o The Metric System
o Performing calculations and conversions with these
measures.
o Identifying the properties of specific regular (square,
rectangle, triangle, parallelogram) and curved shapes
(circle, disc, cylinder) and working with measures of
these specific regular and curved shapes (eg….radius,
diameter,
o circumference, perimeter, area)
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(7) Ratio and Proportion
(8) Processing Information, Data and Statistics

Collecting, sorting, ordering, presenting and charting
data
o Drawing graphs
o Plotting co-ordinates

Investigating and interpreting data in a variety of
forms:
 tables
 arrays
 frequency distribution tables
 bar chart
 pie charts
 trend graphs
 average
 mode
 mean
(9) Shape and Spacial Awareness

Investigation and recognition of specific geometrical
shapes

Geometric Constructions

Measurements of geometric shapes
 Use of specified formulae
 Performing computational operations with specified
formulae
 Specified regular shapes
 Specified curved shapes
 Angles

Tessellations

Symmetries
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
Translations
(10) Distance / Speed / Time Relationship
(Formula)
(11) Algebra
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Developing algebraic sense
o Algebraic conventions and symbolism
o The 4 computational operations in algebra
o Factorisation of algebraic expressions
o Equations
Problem solving using algebra
(12) Consolidating Numerical Skills and Competencies
Across the Curriculum

Supporting numeracy understanding in the wider
curriculum
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The Principles underpinning the JCSP Numeracy
Strategy
The JCSP Numeracy Strategy is grounded in four important
principles:
 Expectations
o establishing high expectations for all JCSP
students and setting challenging and realistic
targets for them to achieve
 Progression
o supporting the provision of a seamless
progression in teaching and learning across the
students’ junior cycle schooling
 Engagement
o promoting a range of approaches to teaching
and learning that engage and motivate the
students and require their active participation
 Transformation
o enhancing teaching and learning through the
availability of on-going professional
development, advice, initiative funding and
practical support and resources
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Developing the
Numeracy Plan
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The Planning Process
Stage 1
Where are
we now?
Establish baseline data
 An audit of current provision
 The extent of existing numeracy
problems
 The impact that poor numeracy
is having on:
- teaching and learning
- student absenteeism
- student behaviour
- progression into senior cycle
- results in examinations
- student drop-out
Where do
we want to
get to?
What are
our needs?
Identify targets and success criteria
Identify staff training needs
Identify resources required
Stage 2
Meet with the J.C.S.P. support service
Organise
professional to tailor the in-service sessions to meet
development the identified needs of the school:
Whole-staff
Core team
Subject department
Sub-section of staff (parallel
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session to Literacy in-service for
rest of staff)
Key strategies discussed by staff
Strategies selected for implementation
(or selection may take place later--see
Stage 4 below)
Decision made to set up a working
group
Monitoring and review dates decided
Stage 3
Establish a
Working
Group
Set up the working group
Agree the role of the working group,
e.g.
- acquire J.C.S.P. resources
- acquire additional resources
- establish further training needs
- identify who will organise
training
- support the strategy that has
been chosen
- monitor the progress of the
strategy
- review and evaluate the strategy
- advise staff of outcomes
Agree the working conditions of the
working group, e.g.
- When/how often will the group
meet?
- With whom will the group
consult?
- To whom will the group report?
When?
Assign/agree Lead Responsibility within
the working group
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Stage 4
Plan and
implement
strategies
Identify target group of students
(agree selection criteria):
small group
whole class
year group
Select strategies for implementation (if
not already chosen in Stage 2)
Plan the implementation of strategies
selected [Action Plan for each]
Implement each strategy with the
target group
Agree and implement the involvement
of parents in the strategies
Stage 5
The working group:
monitors progress regularly (at
agreed intervals)
Monitor and
Review
reviews and evaluates progress
reports back to staff (at review
meeting)
Stage 6
Evaluate
impact
Evaluate the impact of the strategy
with respect to the success criteria and
new emerging data
Plan the
next step
Decide whether to consider a different
strategy as well / instead
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Identify further training needs, if
appropriate
Identify and acquire any other
additional resources required
Consider other initiatives to support
the numeracy programme
Plan
subsequent
steps
Build-in systematic review and
reporting back
Document and disseminate decisions,
actions and evaluations
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Writing the Numeracy Element of the
School Plan
Some Factors to Consider:
Developing a Numeracy-rich Environment:
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in classrooms
in the public areas of the school
 setting up a numeracy noticeboard
Teaching and Learning
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shared vision
shared set of goals in the school
clarity around who is responsible for teaching numeracy
clarity around standards expected and achievable
success outcomes
understanding of numerical and mathematical
terminology (e.g. Mathematical Age)
Numeracy Development Planning
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establishing a vision
setting achievable targets and learning outcomes
selecting indicators of success
selecting strategies/actions to improve numeracy, e.g.
o providing formative feedback to students
o implementing consistent approaches to keywords
/ maths terminology
o marking policy
o catering for the development of basic skills in
numeracy
o introducing a numeracy day / week
o involvement in JCSP Numeracy Initiatives
o involvement in JCSP Numeracy Research
Initiatives
o developing and implementing numeracy projects
o accessing relevant continuous professional
development
o providing feedback to staff by teachers who had
attended off-site professional development inservice
o involvement of parents
o involvement of support agencies
o investigation of other developmental strands:
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teacher-driven action research inquiry into
practice
o celebration of achievements
setting timescale for implementation
identifying key personnel to initiate action
sourcing and acquisition of resources
monitoring progress
o regular reviewing and record keeping
o monitoring the end-of-term maths exam results
o monitoring State maths exam results
evaluating impact of strategies
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Areas for Development
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provision for pupils with numeracy difficulties
numeracy projects
numeracy day / week
oral maths project
JCSP Numeracy Initiatives
JCSP Numeracy Research Initiatives
school / family / community linkages
support agencies
action research
 continuous professional development
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The Numeracy Planning Group
The Numeracy Working Group will be responsible for:
 developing and implementing a plan for a whole school
approach to numeracy development
 establishing a schedule for numeracy development
 putting in place structures to monitor, review and
evaluate the numeracy development plan in action
 drive and activate the numeracy plan, focusing
particularly on first year students and on the
development of a whole school aspect
A Numeracy Co-ordinator could also be appointed to
implement and activate the plan and to liase with
management, subject departments in the school and the
feeder primary schools.
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Review of Numeracy Provision
How many First Year students have a Mathematical Age below
8?
In what specific areas of numeracy do some First Year
students encounter difficulties and problems?
Is there individualised support available in numeracy for these
students?
What supports are in place to support the students with
numeracy difficulties that need attention beyond the formal
mathematics class?
Is there an agreed expectation of incremental improvement in
numeracy levels between 1st and 3rd year?
Very poor
Poor
Needs
attention
Adequate for
progression
Addition
Subtraction
Multiplication
Division
Number
Sense
Applying
Number
Handling
Data
Measures
and
Measurement
Space and
Shape
Money
Time
Algebra
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Assessment
What standardized test/s do you use to assess numeracy
standards:
 “Profile of Mathematical Skills” (France)
 “Graded Arithmetic-Mathematics Test” (Vernon)
 “Mathematics Competency Test” (Vernon)
 “Staffordshire Mathematicsal Test”
 “Numeracy Progress Test”
 “WRAT” (Psychological Assessment Resources Inc.)
 Drumcondra Prtimary Maths Attainment Tests
(Revised)”
 “Drumcondra Criterion Reference Maths Test”
 Other tests………………………………
What is the range of Mathematical Ages of First Year
students?
To what extent do mathematical scores in standardised tests
inform and determine the syllabus/level that the student
follows?
What is the advancement in Mathematical Age between First
and Third year?
What is the average Mathematical Age of students in Third
year?
What percentage of students successfully complete the Junior
Certificate examination in Mathematics
o Foundation level_________
o Ordinary level___________
o Higher level_____________
Approximately how many students successfully complete the
Junior Certificate Examination in Mathematics but are still not
at a level of competency and readiness to succeed in
mathematics at senior cycle?
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Current Strategies in Place
Is there……?
A range of approaches to support and enhance the
development of computational and arithmetical skills (eg:
 Use of JCSP Computational Clock
 Use of Estimations
 Strategies to support Thinking in Numeracy
 Use of Number Line
 Use of Calculator
Problem Solving Strategy –(eg “ LUV2 C U” or “RAVECCC”)
Consistent usage of Numeracy Keywords across the
curriculum
Consistent usage of Key Symbols in Numeracy across the
curriculum
Awareness by staff of the difficulties posed, for many
students, in the learning and application of mathematical
and numerical concepts, operations and skills
An emphasis on developing Connections – Use of Graphic
Organisers in Numeracy
Development of a Numeracy rich environment – use of
JCSP Posters and resources
Formative feedback
Use of paired work / groupwork / co-operative learning in
numeracy and mathematics classes?
Use of assistive technology:
 Interactive whiteboard?
 Suitable interactive software?
 Access to internet?
Access to an SRA Computational Skills kit?
Use of JCSP Maths statements to plan and support
teaching and learning
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Use of JCSP Cross-curricular statements to plan and
support teaching and learning
Use of JCSP Basic Skills Statements
Involvement in JCSP Numeracy Initiatives
A. General Numeracy Initiative
B. Paired Maths initiative
C. Cross Age Paired Maths Initiative
D. Maths Games Initiative
E. “Make-Your-Own-Opoly” Initiative
F. “Flashmaster” Initiative
Use of age-appropriate Numeracy resources
Support for numeracy development outside of the maths
classroom
Time to develop basic numeracy skills
Developmental Teaching / Thematic Teaching
Development of cross curricular approach, if so please
specify _______________________________________
Use of JCSP numeracy posters
Diagnostic Teaching (using error analysis to support
teaching and learning)
Use of the JCSP “Show Me” Strategy
Is there a whole school policy on numeracy already in
place?
Are there supports for students with poor numeracy?
Do students regularly get an opportunity to discuss their
progress/lack of progress with their teachers?
Are the students profiled in maths?
Is discussion and oracy emphasised in the mathematics
classroom?
Are students profiled in numeracy and basic skills?
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Would many teachers regard the development and support of
numeracy as part of their role?
In what ways is student achievement in numeracy
acknowledged and celebrated in the school?
Establishing Needs
Are the numeracy levels of the majority of the students in the
school satisfactory?
 If so how do you know?
 What indicators and measures are employed?
Is there a perceived need for a whole school approach to
numeracy improvement and development?
Are there subjects where numeracy does not have relevance
and applicability?
Is there awareness among staff of the difficulties that some
students encounter in engaging with numeracy?
Are there consistent approaches across subjects to numeracy
development , eg:
 (measurement and measures in Home Economics /
Science / Geography / Material Technology Metal /
Materials Technology Wood….)
 (sorting, handling and displaying data in History /
Science / Modern Languages / Home Economics…)
Is there consistency in the use of keywords in numeracy eg:
 “multiply”/ “product” / ”by”/ “times”
 “add” / “total” / “sum”
Do the JCSP Students Folders contain examples of the
students’ best work in numeracy and mathematics?
Are numeracy standards assessed and determined on a
regular basis?
Is there a school policy on any/all of these:
 providing formative feedback to students?
 access to ICT to support numeracy development?
 sourcing and acquiring age-appropriate experiential
resources in numeracy and mathematics?
 use of standardised attainment and diagnostic tests in
maths and numeracy?
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
use and availability of calculators across the curriculum?
Professional Development in Numeracy
What professional development in numeracy has the Maths
Department received to date?
What professional development in numeracy has other staff
members of the staff received to date/ (eg as part of a
Literacy / Numeracy full staff day)?
Do teachers need assistance in identifying the numeracy
demands in their subject areas?
Do the subject teachers feel they need support in developing
approaches to support numeracy development?
If so, what support is required?
Do members of staff participate in JCSP Research Initiatives in
Numeracy?
Has any staff member been involved in producing Teacher
Guidelines forJCSP projects or initiatives?
Has any staff member been involved in reviewing and
developing JCSP mathematics statements?
Has any staff member presented at a JCSP national in-service
on Numeracy and Mathematics?
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Elements of the JCSP Numeracy Strategy
The 8 Developmental Strands of the JCSP Numeracy
Strategy are:
(1)
In-service Delivery
o national /whole staff in-school / in-school subject
depts
o stand alone / parallel / modular
o Some topics and themes:
 Strategies to support the teaching and
learning of numeracy to students in
the Programme :
o Diagnostic Teaching for
Understanding
(analysis of student errors)

"LUVE 2C You" Problem-Solving
Strategy
o Making Connections
(identifying and formulating connections)
o Thematic Teaching /
Developmental Teaching
o Developing an Experiential and
Active Learning Environment
o Assistive Technology
(using the calculator, ICT, internet, suitable
interactive software to support teaching and
learning)
o Realistic and Investigative
Problem-Solving
o Understanding and catering for
a variety of Cognitive and
Mathematical Learning Styles
o Mind Mapping, Flow Charts and
Graphic Organisers
o Consistent and Integrated
Approaches to support
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Numeracy Development
in/across the Curriculum
o Employing the set of J.C.S.P.
Maths Statements
(to plan, provide directionality and a framework
for successful learning)
o Using appropriate J.C.S.P.
cross-curricular statements
o
o Paired Work
o Cooperative Learning Groups
o Using Maths Learning Labs
(supporting individualised and
independent learning)
(2)
o
o
o
o
Resources Development
Computational Clocks
Students’ Maths Posters
Maths Posters
o The Circle
o Length
o Capacity
“LUVE 2C U” problem solving frames
Achievement Certificates
“LUVE 2C U” bookmarks
Workbooks
o “Sum Life” series
o “Sum Zone” series
 "Sets"
 "Interest and Compound Interest"
 "Symmetry and Translations"
 "Measurement of Regular Shapes"
 "Measurement of Curved Shapes"

Paired Maths video
o
o
o
(3)
Statement Development
o Maths statements
o Cross curricular statements and learning targets
which contain a numerical orientation
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(4)
Initiatives Development
o General Numeracy Initiative
o Paired Maths
o Make-your-own-opoly Initiative
o Maths Games Initiative
o Flashmaster Initiative
o Learning F.C. Initiative
o
(5)
Research Initiatives
o Pre and post testing
o Analysis of test data
o Documentation of evaluation reports
o Dissemination of evaluation reports
(6)
Teacher Guidelines Development
o Make Your Own Opoly" Guidelines
o Paired Maths Guidelines
(7)
Project Development
Numerical theme development within the “ORBIT”
Project
(8)
(9)
JCSP Numeracy Conference / Seminar
Student Competitions in Numeracy
(posters / postcards)
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JCSP Numeracy Strategy: Resources
(1) Posters
Computational Clocks
o Students’ Maths Posters
o Maths Posters
o The Circle
o Displaying Data
o Capacity / Volume
o Weight / Mass
o Length
o Capacity
o “LUVE 2C U” problem solving strategy
o “LUVE 2C U” bookmarks
(2) Certificates
Achievement Certificates
(3) Workbooks
o “Sum
o “Sum





Trend Graph
Bar Charts
Algebra Workbook
Life” series
Zone” series
"Sets"
"Interest and Compound Interest"
"Symmetry and Translations"
"Measurement of Regular Shapes"
"Measurement of Curved Shapes"
(4) JCSP Profiling Statements
o Maths statements
o Cross curricular statements and learning targets
which contain a numerical orientation
(5)
Initiatives
o General Numeracy Initiative
o Paired Maths
o Make-your-own-opoly Initiative
o Maths Games Initiative
o Flashmaster Initiative
o Learning F.C. Initiative
(6) Teacher Guidelines
o Make Your Own Opoly" Guidelines
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o Paired Maths Guidelines
(5)
Research findings
Published Evaluation Reports (to date):
o
o
o
o
o
o
o
o
General Numeracy Initiative20o4
General Numeracy Initiative 2005
General Numeracy Initiative 2006
Paired Maths Initiative 2006
Paired Maths Initiative 2007
Math Games Initiative 2006
Flashmaster Initiative 2007
Make your own Opoly 2007
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Evaluating Success
Pre and post testing using standardized tests:
Some suitable tests:







“Profile of Mathematical Skills” (France)
“Graded Arithmetic-Mathematics Test” (Vernon)
“Mathematics Competency Test” (Vernon)
“Staffordshire Mathematicsal Test”
“Numeracy Progress Test”
“WRAT” (Psychological Assessment Resources Inc.)
Drumcondra Prtimary Maths Attainment Tests
(Revised)”
 “Drumcondra Criterion Reference Maths Test”
(Determining competence in DCRMT:
 3 problems given for each skill area
 “has skill” : student provides 2 or 3
correct responses in a specific skill area
 “has difficulty” : student provides 2 or 3
incorrect responses in a specific skill area)
o Other tests………………
Other Possible Evaluation Activities

Explaining to Someone Else

Performance in a Simulated Situation
o rehearsing an event in real-life

Skills Transfer
o skills learned from one situation can be tried out
in another

Performance in Real Life Situation

Oral Assessment
 Personal Evaluation (using a Skills Checklist)
"Confident" / "Not so Confident" / "Don't Know"
o Pre and post test using school based test/weekly
/ term assessments
o Classroom Observation
o Questionnaires
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o Analysis of Results in Junior Certificate
Examination
o Adaptation and Application of Bloom’s Taxonomy
template
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Assessing and Tracking the Development of Numerical Understanding
(using Bloom’s Taxonomy)
Analysis
Ability to solve non-routine problems
Ability to discover relationships
Ability to construct proofs
Ability to critique proofs
Ability to formulate and evaluate generalisations
Application
Ability to solve routine problems
Ability to make comparisons
Ability to analyse data
Ability to recognise patterns and symmetries
Comprehension
Knowledge of concept
Knowledge of principles, conventions, rules and generalisations
Knowledge of mathematical structure
Ability to transform problem elements from one mode to another
Ability to follow a line of reasoning
Ability to read and interpret a problem
Computation
Knowledge of facts
Knowledge of terminology
Ability to carry out algorithms
The Components of
The Components of Numeracy
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Junior Certificate School Programme
Support Service
Curriculum Development Unit
Sundrive Road
Crumlin
Dublin 12
[email protected]
www.jcsp.ie
Office
01 4535487
© JCSP Support Service 2008
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