ACQUISITION OF NUMERACY

With reference to current theory, discuss the knowledge, skills and strategies required for numeracy development. Why might some learners experience difficulty in becoming numerate and how might a specialist teacher address these difficulties?



Table of Contents

Introduction2

Discussion2

Secondary education in UK3

Teaching of Mathematics4

Using a calculator to promote numeracy4

Teaching numeracy without calculator4

Large numbers6

Mathematics and Numeracy6

Islam and Maths7

Early numeracy skills8

Teaching and Numeracy9

Difficulties of students and teacher's help11

Student Achievement in Numeracy14

Student's learning in Mathematics15

Student Underachievement in Mathematics16

Homework of Maths18

The Achievement Gap20

Conclusion21

With reference to current theory, discuss the knowledge, skills and strategies required for numeracy development. Why might some learners experience difficulty in becoming numerate and how might a specialist teacher address these difficulties?

Introduction

The main topic of this paper is the “knowledge, skills and strategies required for the acquisition of numeracy. Why might some learners experience difficulty in becoming numerate and how might a specialist teacher address these difficulties?” Numeracy is to mathematics what literacy is to literature: everyday, routine application versus expert, elite innovation. Mathematics has rarely been considered part of the sociology or anthropology of knowledge, as it has often been assumed to stand outside culture. That is to say, many people have held the view that one can only think mathematics, not think about it. Furthermore, such work as has been done on the place of mathematics in culture is fragmented: mathematical thinking in the developed world has tended to be studied by sociologists, but in the developing world by anthropologists; historians of mathematics have mostly taken as their subject the literate mathematics of the professional elite, while psychologists have generally focused on the acquisition of numeracy, by adults and children (Van 2005, 534).

Discussion

Numeracy is mathematical knowledge and skills in computations. The combinational differences of the young child's learning thumbprint are designed by movement components within the first curriculum, and they are developed naturally as these movements are refined and connections activate and extend across the corpus callosum. The creator of Brain Gym, learning begins with movement and is sustained through movement. Contra lateral movements that involve crossing the visual, the auditory, and the kinaesthetic midline of the body activate fully integrated learning and improved bilateral processing that may affect numeracy and reading fluency (Reeves 2006, 88).

Secondary education in UK

The primary and secondary education in the UK is compulsory for all young people between five and sixteen, and free in public schools. However, in Northern Ireland, students are admitted to primary school from four years old. Secondary education is the second stage of compulsory education is divided into two key stages: Key Stage 3, which includes students from eleven to fourteen years and Key Stage 4, which includes students from fourteen to sixteen years of age. The curriculum for Key Stage 3 is a continuation of Key Stages 1 and 2 primary, which is added a compulsory subject in a foreign language. Students who complete secondary education in the United Kingdom will receive the General Certificate of Secondary Education (GCSE, its acronym in ...