“Numeracy is a Proficiency which involves confidence and competence with numbers and measures. It requires an understanding of the numbers 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.”
National Framework for teaching Mathematics
“A Numerate pupil is one who has the ability to cope confidently with the mathematical needs of adult life. There should be an emphasis on the wider aspects of numeracy and not purely the skills of computation.”
The Cockcroft report 1982
“The Acquisition of at least basic mathematical skills is vital to the life opportunities and achievements of individual citizens. Research shows that problems with basic skills have a continuing adverse effect on people’s lives and that problems with numeracy lead to the greatest disadvantage for the individual in the labour market.”
Smith, 2004 Making Mathematics Count
In accordance with DES guidelines and targets, the Geography Department at St. Mary’s, aims to introduce the following initiatives. It should be noted that not all of these methodologies will apply or succeed with all targeted class groups but will be tailored from this broad scheme on a case by case basis.
All staff of the Geography Department will:
National Framework for teaching Mathematics
“A Numerate pupil is one who has the ability to cope confidently with the mathematical needs of adult life. There should be an emphasis on the wider aspects of numeracy and not purely the skills of computation.”
The Cockcroft report 1982
“The Acquisition of at least basic mathematical skills is vital to the life opportunities and achievements of individual citizens. Research shows that problems with basic skills have a continuing adverse effect on people’s lives and that problems with numeracy lead to the greatest disadvantage for the individual in the labour market.”
Smith, 2004 Making Mathematics Count
In accordance with DES guidelines and targets, the Geography Department at St. Mary’s, aims to introduce the following initiatives. It should be noted that not all of these methodologies will apply or succeed with all targeted class groups but will be tailored from this broad scheme on a case by case basis.
All staff of the Geography Department will:
- Support the pupils understanding of the size of a number and where it fits into a number system.
- Develop shared language and methods in areas where it is necessary to use established mathematical conventions.
- Support the development of a variety of methods to solve a problem such as mental, oral and written methods.
- Develop the awareness of possible difficulties and common misconceptions in pupils understanding of numerical methods.
- Develop the pupils’ skills in estimation and approximation and have strategies for checking the reasonableness of their answers.
- Empower pupils to explain their methods and reasoning using consistent language.
- Communicate regularly with the mathematics department and other departments regarding difficulties and successes in developing a pupil’s numeracy skills.
- Support the development of interpretation skills among pupils encouraging them to explain how and why certain predictions are made from information given in graphs, charts and tables.
- Identify and share key numeracy skills and applications that occur in different curriculum areas within the school.
- Make explicit situations when pupils and staff are drawing on numerical skills to solve problems or interpreting information.
- Encourage the use of mental or written methods to solve problems and only to use a calculator when appropriate.
- With the support of the mathematics department develop and build on a range of strategies to support the development of numeracy across the curriculum, and to determine intervention strategies for pupils encountering problems.
- Use the numeracy box resources and vocabulary whenever possible to support the numeracy content in their lessons.
- Mapping:
- In an attempt to improve numeracy in a broad sense, Geography teachers will aim to emphasise the similarities between the basics of O.S. Maps and Co-ordinate Geometry. The teacher will attempt to link Eastings to the x-axis and Northings on the y-axis.
- Extra emphasis will be put on the direction and sequence of increasing numbers on the O.S. map.
- With reference to 6 figure grid referencing the teacher will try as best as possible to build on the theories of decimalisation.
- With reference to scale, the teacher will attempt to make links with ratios on the maths syllabus.
- Quantity & Magnitude:
- At all times the teacher will clarify quantities & magnitude involved be it in regards to e.g. temperature, population, economic geography or earthquakes.
- Algebra:
- Algebraic problems are becoming more prevalent in the Geography exam, in particular in the long questions in both the Junior and Leaving Certificate. These problems do not exceed 1st year level complexity. They are typically “solve for X” style questions.
- Graphical Representation:
- Graphs are a key component in representing geographical information from all sub-disciplines.
- The Teacher will illustrate and demonstrate the use and construction of a variety of “suitable” graphs at every available opportunity.
- Graphical representation is a fundamental element of the 6th year Field Work project. Carrying 20% of the total Leaving Certificate mark for Geography, the pupil must be able to capitalise on this opportunity for marks. Graphs are a key element of “Gathering of Information” and “Results, Conclusion and Evaluation” sections.