MINISTERIAL ORDER (#001/2013)
2.3 All students will employ literacy and numeracy to construct and communicate meaning.
® DIGIPICT
THE EVOLUTION OF NUMERACY
Formative Phase (1959-1982)
A numerate person is able to use arithmetic skills that are normally acquired in childhood.
Crown-owned
THE EVOLUTION OF NUMERACY
Mathematical Phase(1982-late 1990s)
A numerate person uses math in everyday life and
understands and appreciates information presented in
mathematical terms.
© Photodisc/Getty Images
WHAT IS DRIVING A NEW DEFINITION?
• technology • information
overload • global competition
© P
hoto
disc
/Gett
y Im
ages
THE EVOLUTION OF NUMERACY
Integrative Phase(1990-today)
A numerate possesses the power and habit of mind to search out
quantitative information, critique it, reflect upon it, and apply it in their
public, personal and professional lives.
National Numeracy Network, 2012.
© Photodisc/Getty Images
ALBERTA EDUCATION DRAFT DEFINITION OF NUMERACY
Numeracy is the confidence and habits of mind to engage with, critically assess, reflect upon and apply quantitative and spatial information when making judgments and decisions or taking action in all aspects of daily living.
7
THE RELATIONSHIP BETWEEN MATHEMATICS AND NUMERACY
Mathematics is its own discipline.• numbers and mathematical concepts
are objects of study • some math skills/understandings are
required to be numerate.
Numeracy is cross-curricular because it must have a context in or outside of a school setting.
• numbers are used to describe or label
• dependent on multiple factors• requires more than one literacy• influenced by society or culture. © Photodisc/Getty Images
True Numeracy tasks generally require quantitative or spatial information in everyday situations or contexts that have a tendency to be complex or less defined.
Mathematics often requires procedural knowledge and understanding applied to more defined problems that are life-like.
© A
rtvi
lle/G
etty
Imag
es
© P
hoto
dis
c/G
ett
y Im
ag
es
LOOKING AT A PROBLEM FROM THE PERSPECTIVE OF MATHEMATICS
Greg and his family are helping their friends move from Edmonton to Calgary, a distance of 300 km. They are using his father’s truck to transport the furniture. If they travel at a speed of 100 km per hour, how long will it take to return to Edmonton?
Answer: __________________________
LOOKING AT A PROBLEM FROM THE PERSPECTIVE OF NUMERACY
Greg and his family are helping their friends move from Edmonton to Calgary, a distance of 300 km. They are using his father’s truck to transport the furniture. If they travel at a speed of 100 km per hour, how long will it take to return to Edmonton?
• How long will it take to unload the furniture?
• Will they stop to eat?• Will they need to stop
for gas?
What answers would be
reasonable?
In Numeracy understanding develops horizontally.
In M
athe
mati
cs
unde
rsta
ndin
g de
velo
ps
verti
cally
.
© Photodisc/Getty Images
© celena beech/Photos.com
Numeracy is employed in every aspect of being an engaged thinker and ethical citizen with an entrepreneurial spirit.
Higher level Mathematics is required in post-secondary education as well as in a variety of professions, occupations and research. © Photodisc/Getty Images
© Photodisc/Getty Images
CRITICAL COMPONENTS OF A NUMERACY PROBLEM
• Lacks specificity• Prompts critical thinking• Connected to real life
Would you ever do this in real life?• Presents context that is outside of mathematics
© Photodisc/Getty Images
Monthly Plan Price
Talk Text Internet Video & Picture Messaging
$25/month 100 local minutes(Unlimited after 6pm)
0 0 0
$30/month 200 local minutes(Unlimited after 6pm)
Unlimited 0 Unlimited
$55/month 1000 Canada-wide long distance
Unlimited 500 MBOverages: $15/1GB
Unlimited
$70/month Unlimited Canada-wide long distance
Unlimited 250 MBOverages: $15/300MB
Unlimited
$85/month(+ $55/extra line)
Unlimited Canada-wide long distance
Unlimited 3 GB (shared)Overages: $15/1GB
Unlimited
CONSIDER THE FOLLOWING QUANTITATIVE INFORMATION:
Which cell phone plan would work best for you?
Curriculum Development Prototyping Guide (August 2013) – pages 29 - 31 Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – pages 36 - 37
Top Related