Scottish Energiser for Tutors of Adult Numeracy. Aims enrich our own mathematical thinking acquire...
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Transcript of Scottish Energiser for Tutors of Adult Numeracy. Aims enrich our own mathematical thinking acquire...
Scottish EnergiserScottish Energiser for Tutors of Adult Numeracyfor Tutors of Adult Numeracy
AimsAims
enrich our own mathematical thinking acquire methods for helping learners
with varied backgrounds, perspectives and experiences of numeracy/maths to become confident and competent adult citizens
have some fun
‘‘Shifting the Focus’Shifting the Focus’
unacceptably high proportions of adults with poor numeracy skills
under-resourced provision insufficiently prioritised in planning under-researched area of learning better informed approaches to
teaching and learning needed too few staff development
opportunities
NowNow
commitment to improvement at national level
curriculum framework linking numeracy to social purposes
freedom from inappropriate models of assessment and achievement
‘freedom to roam’
orWhy are so many
of us so frightened?
lack of appropriately challenging cultural ethos
few role models poor teaching partial teaching terrifying teaching … poor motivation
What Went Wrong?What Went Wrong?
A Working DefinitionA Working Definition
‘To be numerate means to be competent, confident, and comfortable with one’s judgements on whether to use mathematics in a particular situation and if so, what mathematics to use, how to do it, what degree of accuracy is appropriate, and what the answer means in relation to the context.’
(Diana Coben 2000:35, emphasis in the original)
This week-end…This week-end…
it’s OK not to know we’re not here to frighten ourselves or
each other it’s OK to ask for help those who know something have an
obligation to share with those who don’t
ProgrammeProgramme
workshops organised around - thinking seeing doing applying sharing playing
Some assumptionsSome assumptions
Literacy and Numeracy are tools we can use to understand our environment, interact with it and shape it
tutors have a role in helping learners recognise the patterns in society as well as the patterns in numbers e.g. which groups earn low pay, who has poor life chances, where living conditions are poorest
More assumptionsMore assumptions
it’s important to constantly raise people’s expectations about their ability to develop numeracy skills for independence and not just compliance
assessment is not just about where people are now, but where they want to be and where they could be could be if they knew what the possibilities were
Still more assumptionsStill more assumptions
definitions of ‘community’ are changing and we need to take them into account if our teaching is to be relevant
Spheres of operationSpheres of operation
Global Community Self Family
Our jobOur job
is to breathe life into numbers enable learners to develop
confidence, curiosity, critical thinking in their use of numbers
enable them to widen their spheres of operation
Supernume - the mathematicianSupernume - the mathematician
knowledge of subject (SMK) ability to apply what s/he knows a problem-solver connected to a mathematical community
SupernumeSupernume – the teacher (1)– the teacher (1) ability to demonstrate and explain what
s/he knows - a ‘sense-maker’ a risk-taker - confident in the use of the
open-ended question challenging willingness to look for alternatives familiar with a range of useful resources able to generate interest and a sense of
purpose
SupernumeSupernume – the teacher (2)– the teacher (2) a good listener knowledge of learner – what they
struggle with, what they’re good at receptive to diversity values learners positively courageous – dares to diverge from
drilling in numerical operations and procedures to help learners explore other aspects of maths learning
Supernume – the personSupernume – the person patient positive encouraging confident with a sense of humour