{"id":297,"date":"2015-05-26T08:26:36","date_gmt":"2015-05-26T08:26:36","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/re\/bridgeofweirprimary\/?page_id=297"},"modified":"2020-06-12T15:40:20","modified_gmt":"2020-06-12T15:40:20","slug":"numeracy-and-mathematics","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/re\/stannes\/curriculum\/numeracy-and-mathematics\/","title":{"rendered":"Numeracy and Mathematics"},"content":{"rendered":"

\"numbers\"<\/a><\/p>\n

Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions.<\/p>\n

Mathematics equips us with many of the skills required for life, learning and work. Understanding the part that mathematics plays in almost all aspects of life is crucial. This reinforces the need for mathematics to play an integral part in lifelong learning and be appreciated for the richness it brings.<\/p>\n

Within the mathematics framework, some statements of experiences and outcomes are also identified as statements of experiences and outcomes in numeracy. These form an important part of the mathematics education of all children and young people as they include many of the numerical and analytical skills required by each of us to function effectively and successfully in everyday life. All teachers with a responsibility for the development of mathematics will be familiar with the role of numeracy within mathematics and with the means by which numeracy is developed across the range of learning experiences. The numeracy subset of the mathematics experiences and outcomes is also published separately; further information can be found in the numeracy principles and practice paper.<\/p>\n

The mathematics experiences and outcomes are structured within three main organisers, each of which contains a number of subdivisions:<\/p>\n

Number, money and measure<\/strong><\/h5>\n
\u2022 Estimation and rounding;
\n\u2022 Number and number processes;
\n\u2022 Multiples, factors and primes;
\n\u2022 Powers and roots;
\n\u2022 Fractions, decimal fractions and percentages;
\n\u2022 Money;
\n\u2022 Time;
\n\u2022 Measurement;
\n\u2022 Mathematics – its impact on the world, past, present and future;
\n\u2022 Patterns and relationships and
\n\u2022 Expressions and equations.<\/div>\n
\u00a0Shape, position and movement<\/strong><\/h5>\n

\u2022 Properties of 2D shapes and 3D objects and
\n\u2022 Angle, symmetry and transformation.<\/p>\n

Information handling<\/strong><\/h5>\n

\u2022 Data and analysis and
\n\u2022 Ideas of chance and uncertainty.<\/p>\n

<\/div>\n
The experiences and outcomes encourage learning and teaching approaches that challenge and stimulate children and young people and promote their enjoyment of mathematics. To achieve this, teachers will use a skilful mix of approaches, including:<\/div>\n
\n\u2022 planned active learning which provides opportunities to observe, explore, investigate, experiment, play, discuss and reflect;
\n\u2022 modelling and scaffolding the development of mathematical thinking skills;
\n\u2022 learning collaboratively and independently;
\n\u2022 opportunities for discussion, communication and explanation of thinking;
\n\u2022 developing mental agility;
\n\u2022 using relevant contexts and experiences, familiar to young people;
\n\u2022 making links across the curriculum to show how mathematical concepts are applied in a wide range of contexts, such as those provided by science and social studies;
\n\u2022 using technology in appropriate and effective ways;
\n\u2022 building on the principles of Assessment is for Learning, ensuring that young people understand the purpose and relevance of what they are learning and
\n\u2022 developing problem-solving capabilities and critical thinking skills.<\/div>\n
<\/div>\n
Number Talks<\/strong><\/h5>\n
Children are involved in Number Talks on a daily basis.\u00a0 They are directed, purposeful conversations in the classroom centred on mental maths. These conversations provide opportunities for pupils to develop their skills in selecting and using the most appropriate strategies to solve computation problems mentally.\u00a0 The children are encouraged to share their mathematical thinking and defend their chosen strategies and solution.\u00a0 A focus on number relationships and number theory allows them to develop their skills in solving problems efficiently, accurately and flexibly.<\/div>\n
\n

 <\/p>\n

A typical number talk lasts between 5 and 15 minutes, covering a range of topics in Numeracy and Mathematics. When problems are introduced at the beginning of a Number Talk, pupils look for number relationships to plan their strategies.\u00a0 They are encouraged to look at problems from multiple perspectives, to build flexibility.\u00a0 By sharing their answers and strategies, they must justify their ideas and approaches.\u00a0 As a class they then discuss the various approaches, evaluate their efficiency and are able to identify what they have learned from each other.<\/p>\n<\/div>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk … Continue reading Numeracy and Mathematics<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":4493,"featured_media":0,"parent":246,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-297","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/re\/stannes\/wp-json\/wp\/v2\/pages\/297","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/re\/stannes\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/re\/stannes\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/re\/stannes\/wp-json\/wp\/v2\/users\/4493"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/re\/stannes\/wp-json\/wp\/v2\/comments?post=297"}],"version-history":[{"count":10,"href":"https:\/\/blogs.glowscotland.org.uk\/re\/stannes\/wp-json\/wp\/v2\/pages\/297\/revisions"}],"predecessor-version":[{"id":4079,"href":"https:\/\/blogs.glowscotland.org.uk\/re\/stannes\/wp-json\/wp\/v2\/pages\/297\/revisions\/4079"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/re\/stannes\/wp-json\/wp\/v2\/pages\/246"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/re\/stannes\/wp-json\/wp\/v2\/media?parent=297"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}