Numeracy Across the Curriculum Chris Olley chris olleykcl

Numeracy Across the Curriculum Chris Olley chris. olley@kcl. ac. uk

What does it amount to? • A consistent approach across the school to support all students develop their (mental) numeracy. • A consistent mathematics across the school • Integrated problem solving involving mathematical methods

Bistromathics itself is simply a revolutionary new way of understanding the behaviour of numbers. Just as Einstein observed that space was not an absolute but depended on the observer's movement in space, and that time was not an absolute, but depended on the observer's movement in time, so it is now realized that numbers are not absolute, but depend on the observer's movement in restaurants. Adams, Douglas Life, the Universe and Everything.

Work these out • 2037 12. 6 • 34012 1362 • 14. 7²+8. 6³

I am ill at these numbers. William Shakespeare, (1564 -1616) Hamlet.

I'm sorry to say that the subject I most disliked was mathematics. I have thought about it. I think the reason was that mathematics leaves no room for argument. If you made a mistake, that was all there was to it. Malcom X

The National Numeracy Strategy ensured that pupils arrived at secondary school with secure number skills. Secondary maths departments effectively developed these skills so that they are fluently applied in all secondary subject studies. Olley, C. J. (1961 -) A Statement

A good calculator does not need artificial aids. Lao Tze (604 -531 B. C. ) Tao Te Ching

I remember once going to see him when he was lying ill at Putney. I had ridden in taxi cab number 1729 and remarked that the number seemed to me rather a dull one, and that I hoped it was not an unfavourable omen. "No, " he replied, "it is a very interesting number; it is the smallest number expressible as the sum of two cubes in two different ways. “ Hardy, Godfrey H. (1877 -1947) Ramanujan, London: Cambridge University Press, 1940.

147 + 149 224 ÷ 4 79 + 52 162 – 28 8 7 • Work only in your head. • Write down the answer as soon as you have found it. • Immediately jot down (in any form) how you did it.

Albert Einstein (1879 -1955) Do not worry about your difficulties in mathematics, I assure you that mine are greater.

Is it an add miss? • You were taught at school to look at the operation to decide the method. • In the National Numeracy Strategy you look at the numbers.

Numeracy Support • Students are practiced in ways of thinking that they have learned through the National Numeracy Strategy. • They can be quickly prompted into these ways of thinking with open questions. • Everyone can use mental methods if they can find numbers they are comfortable with.

Prompts • “Can you see numbers close to these that would be easier to deal with? ” • “Would it be easier the other way round? ” • “Could you break it up and work on the bits separately? ” • “Could you use doubles or halves? ” • “Can you see an easier problem with the same answer as this one? ” • “Would it help to jot down a number half way? ” • “Would it help to use a number line? ”

The Message • If students need to solve number problems in your lessons, support them to solve them mentally. • Don’t explain to them how you would do it … encourage them to reflect on their own knowledge about numbers. • Don’t hand them a calculator! (Plan your calculator use)

We hate bad maths! • Which department does the most maths? • To what extent is maths done the same? • What bad maths do we want to sort out round the school?

Science in Maths

Maths in Science

The Handbook • Based on agreed principles – Within the maths department – Within other departments (through the NAC working group) • Examples: – Deptford Green Guide

Real Problem Solving in Mathematics • Flaubert, Gustave (1821 -1880) Since you are now studying geometry and trigonometry, I will give you a problem. A ship sails the ocean. It left Boston with a cargo of wool. It grosses 200 tons. It is bound for Le Havre. The mainmast is broken, the cabin boy is on deck, there are 12 passengers aboard, the wind is blowing East-North-East, the clock points to a quarter past three in the afternoon. It is the month of May. How old is the captain?

Maths Solves Problems Around the School 10 cm 50 cm 1 cm You are a lab technician. You are required to cut the large sheet of metal into as many of the smaller strips as possible. How many can you make?

Where are real problems posed ? • • Biology: survival strategies in mammals DT Textiles: Islamic Art PHSE: smoking Geography: demographic change English reading rates activity Numeracy through MFL Budget and ticketing for the drama production Chinese New Year

How does it happen • Seize the moment • Curriculum mapping • Activity weeks • Maths days! • Get it in both schemes of work

Mechanisms • SMT support • NAC working group • Inset time, departmental meeting time, staff meeting time • Access to assemblies, tutor groups, newsletters, poster campaigns • Timetabling input

The Development Plan • I suggest 3 items: – Support mental maths – Ensure accurate maths practices – Maximise opportunities for cross curricula working