Numeracy across Learning

Andrew Gallacher
Maths Co-ordinator
PGDE Secondary Course Leader
 Building the Curriculum 1

All teachers have responsibility for promoting the

development of numeracy.

With an increased emphasis upon numeracy for all

young people, teachers will need to plan to revisit
and consolidate numeracy skills throughout
schooling.
 What does it mean to be numerate?

Being numerate is about having the disposition and

competence to use mathematics to meet the general
demands of life at home, in work, learning and for
participation in community and civic life.

It requires the capacity to identify and understand the role

mathematics plays in the world, to make mathematical
judgements and engage with mathematics in ways that
meets the needs of the individuals in their current and
future lives.
 Numeracy: Wills & Hogan (2000)

Being (becoming) numerate then involves a blend of three types

of know-how:

Knowing (or learning) the concepts,

procedures and skills which comprise
the content of school mathematics

Knowing (or learning) the meaning

and sense of mathematical terms and
processes as used within particular
contexts

Having (or developing) the

orientations and strategies to manage
one’s way through routine or non-
routine problem situations
 Numeracy: Wills & Hogan (2000)

Being (becoming) numerate then involves being able ( learning

to) take on three roles:

Being (or becoming) a fluent user of

mathematics in familiar settings

Having (or developing) a capacity for

the deliberate use of mathematics to
learn

Having (or developing) a capacity to

be critical of the mathematics chosen
and used.
M a th e m a tic s is n o t m y

s p e c ia lis m . H o w w ill I

c o n trib u te to th e

d e ve lo p m e n t o f

n u m e ra c y s kills ?
Teaching strategies for numeracy
How are the numeracy outcomes
structured?
Establishment approaches: practical
 What now?

a.gallacher@educ.gla.ac.uk