“All of the programmes featured in this publication by the UNESCO Institute for Lifelong Learning share valuable experiences and lessons. They reflect a view of effective learning families whereby each child is a member of a family, and within a learning family every member is a lifelong learner. Among disadvantaged families and communities in particular, a family literacy and learning approach is more likely to break the intergenerational cycle of low education and literacy skills..” (Elfert and Hanermann 2014)
This report presents findings from a study of family literacy programmes in England carried out by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) at UCL Institute of Education (IOE) between July 2013 and May 2015. This mixed-methods study was funded by the Nuffield Foundation and explored: 1) the impact of school-based family literacy programmes on young children’s progress in reading and writing; and 2) how parents translate and implement what they learn in these classes into the home literacy environment. This study provides evidence that after attending family literacy sessions children improve their literacy skills and there are positive changes in the home literacy environment.
This briefing summarises research on differentiated learning and considers how it could be used to improve learner outcomes in numeracy and mathematics.
Study the briefing and any follow-up research you can and then please give us your views on these challenge questions:
Big ask I know. No single one of us has all the answers but together? Let’s co-create some wisdom on this topic!
You will need your Glow username to take part.
Desmos is a graphing calculator which millions of students around the world use for free. Desmos also create activities on top of that calculator, helping students use a powerful tool to experience all the curiosity, beauty, and sense that math has to offer. Those activities were used so often by so many teachers around the world they created an Activity Builder, helping every teacher create digital math activities that equal and exceed the activities they create themselves.
Using this activity builder the National Mathematics Development Group has created online support for the SQA National Qualifications.
Please log on to GLOW and visit our blog which has handy hints and tips for practitioners alongside activities linked to the SQA Assessment Standards for National 5 , Higher and Advanced Higher Mathematics.
This document aims to support care staff working collaboratively with education staff to support children and young people with their learning in the care setting. It recognises that care staff are already supporting children and young people’s learning in care, and aims to provide them with practical examples which will assist services to further improve learning outcomes for children and young people across care and education. The examples of learning experiences which follow are organised in the 3 key curriculum areas which are the responsibility of all: literacy, numeracy and health and wellbeing.
Click here to open the document as a pdf.
Click here to discuss this in the Inclusion Hub on GLOW.
Let’s have a jolly time trying to solve the puzzles on the nrich Advent Calendars
Twenty-four activities, one for each day in the run-up to Christmas. This year, the tasks have been chosen to encourage mathematical creativity.
Explore a task from nrich Wild Maths site on each day in the run up to Christmas.
West Lothian College has pledged to develop a spirit of innovation, enterprise and partnership in STEM education and training. They aim to provide first class and consistent opportunities for all their learners in this area.
The college will focus on a wide range of issues in order to create new and flexible methods of learning to maximise educational outcomes around STEM. These include giving STEM education a more prominent status, focusing on employment opportunities in this area, raising awareness and promoting STEM subjects and to develop innovation and entrepreneurial skills in learners.
For more information on the West Lothian College pledge and STEM manifesto please visit www.west-lothian.ac.uk
Writing November 23rd the American way, we have 1123 – what a coincidence. They are the first four numbers of Fibonacci’s sequence.
Leonardo of Pisa, better known as Fibonacci, is responsible for the Fibonacci Sequence (or Fibonacci numbers) – a pattern of counting where each number is the sum of the previous two. As well as being prevalent in nature, this kind of system is used widely in computer data storage and processing, and Fibonacci Day recognises the importance and value of Fibonacci’s contributions to mathematics.
Below is a link to some resources and investigations that can be used in the classroom.
The National Numeracy and Mathematics Hub is a virtual learning environment for all practitioners. The Hub provides an innovative approach to career-long professional learning for all practitioners in all sectors. It is an interactive, virtual learning environment which offers practitioners:
- Professional learning in different aspects of numeracy with a focus on progression, numeracy and mathematics skills, numeracy across learning, assessment and moderation and teaching.
- Career-long professional learning opportunities of various types such as broadcasts, professional reading and action research.
- An easy to use environment where you can share and work with colleagues from across Scotland as well as those from your own school or authority.
Education Scotland website:
Provides practitioners with excellent resources and guidance to help develop learning and teaching in Numeracy and Mathematics including;
National Numeracy Progression Framework – This resource has been created to deepen practitioners’ knowledge and understanding of progression within the experiences and outcomes for numeracy and mathematics. It included progression pathways with key milestones and building blocks for each of the numeracy organisers. Mathematics pathways coming soon, along with previous knowledge and understanding and exemplification.
Professional Learning Resources – These professional learning resources provide guidance and advice to help inform learning and teaching practices in line with the main objectives of the Scottish Survey of Literacy and Numeracy (SSLN). There are PLR’s for;
- Number and Number Processes
- Numeracy and Mathematics Skills– Pupil performance in estimating and rounding
- Fractions, decimal fractions and percentages
- Ideas of chance and uncertainty
- Numeracy in Social Studies
- Higher Order Thinking Skills in Maths
There is also information on Assessing progress and achievement available which includes professional learning activities and key documents on significant aspects of learning and making good assessment decisions.
Other key links and websites to support the development of Numeracy and Mathematics;
The Journey to Excellence: Examples of innovative and interesting practice. Search ‘mathematics’ or ‘numeracy’ in to the search facility.
STEM e-bulletin http://bit.ly/STEMeBulletin
(Up to date news, information, resources and professional learning)
STEM Central in MOTION blog http://bit.ly/BlogSTEM
(more up to date news on STEM)
STEM Central website http://www.educationscotland.gov.uk/stemcentral/
(high quality resources, teaching ideas, videos etc to develop learning experiences relating to sciences, technologies, engineering and mathematics
Main Contact for Numeracy and Mathematics Team at Education Scotland:
Lorna Harvey, Acting Senior Education Officer
Optima Building, 58 Robertson Street
Tel: 0141 282 5119 firstname.lastname@example.org
Welcome to the first of a number of posts that explores research in the learning of numeracy and mathematics.
If you have a Glow username, you can contribute to the discussion on our Numeracy & Mathematics Community.
The Secret Life of Numbers
Marcus Du Sautoy
Available online at: http://www.theguardian.com/education/2009/jun/23/maths-marcus-du-sautoy
The author argues that teachers of mathematics are ‘required to teach a utilitarian and unadventurous curriculum that leaves them no room to explore the creative side of the subject’. He suggests alternative approaches to teaching mathematics that he believes will help learners see mathematics as exciting and imaginative.
Hint : The link below will take you to the discussion on Glow
- Du Sautoy argues that mathematics is essentially a creative subject. Do you agree? What makes you say that?
- Du Sautoy also believes that mathematics has ‘a lot in common with the creative arts’. How might you make meaningful links between mathematics and the expressive arts in your classroom?
- Try the ‘5 puzzles for pupils’ at the end of the paper. Discuss your strategy on the community. What does this tell you about your own mathematical thinking?
Du Sautoy, M. (2009). The secret life of numbers