Assignment 1a: Connecting Numeracy with the Learning Areas

EDUC3628: Numeracy and ICT Across the Middle and Secondary Curriculum
Michael Ferris (ferr0121/2096044)

1



This paper will briefly discuss my definition of numeracy, before discussing how
numeracy is incorporated within the curriculum overall, and in particular, in History.
I will discuss the specific numeracy demands of the History curriculum, and analyse
how these can be used to facilitate student learning of history and numeracy.


Briefly describe your understanding of numeracy. What is the difference between
mathematics and numeracy?

The Australian Curriculum has been developed so that each of the learning areas is
responsible for the development of seven General Capabilities. All teachers have
been given the responsibility of developing numeracy in their students. ACARA have
not asked teachers to teach mathematics to their students, suggesting that there is
a significant difference between mathematics and numeracy. According to ACARA,
students become numerate as they develop the knowledge and skills to use
mathematics confidently across all learning areas at school and in their lives more
broadly (ACARA, 2013). In every subject, there will be times when students need
to draw upon knowledge of mathematical concepts, and then apply them to their
assignments or real world problems. While it is certain that students numeracy
ability develops in the subject of mathematics, it is done so within the concepts of
Assignment 1a: Connecting Numeracy with the Learning Areas
EDUC3628: Numeracy and ICT Across the Middle and Secondary Curriculum
Michael Ferris (ferr0121/2096044)

2

number and algebra, measurement and geometry, and statistics and probability
(ACARA, 2013). For the purpose of this assignment, therefore, numeracy will be
considered as the ability to use mathematical skills competently both in all learning
areas and in the real world.

What is the importance of numeracy across the curriculum?

A developing knowledge of numeracy is imperative as students progress through
their years of schooling. If being numerate is to feel at-home with numbers, every
teacher has a responsibility to ensure that every student can understand
information which requires mathematical knowledge to make sense of it
(Westwood, 2008, pg. 4). Whether it be ratios or measurement in Art and Design
classes, or tables and charts in a Science class, a students numeracy capacity will
dictate their ability to participate fully in other classes. Various authors have
referred to numeracy skills in many contexts, including numeracy for practical
purposes, numeracy for interpreting society, and numeracy for knowledge
(Butcher et al, 2002, in Westwood, 2008, pg. 6). There are certainly a range of ways
in which numbers and numerical concepts can be used in order to enhance learning
in every subject area. Yet, as Brady argues, the essence of numeracy is being
prepared to use mathematics to understand a particular situation or issue better
(Brady, 2011, pg. 168). Given that ACARA consider it just as vital for a student to be
developed in ethical thinking, the use of ICT, understanding themselves and others,
Assignment 1a: Connecting Numeracy with the Learning Areas
EDUC3628: Numeracy and ICT Across the Middle and Secondary Curriculum
Michael Ferris (ferr0121/2096044)

3

and literacy, as well as numeracy, it is clear that numeracy will be a considerable
aspect of teaching, no matter which subject area you teach. A teachers capacity to
teach and use these numerical skills throughout their teaching will help develop
students into people who can live and work successfully in the twenty-first
century (ACARA, 2013).


Identify the numeracy requirements in one of your curriculum areas.

Numeracy skills are an essential aspect of developing in the subject of History.
Throughout the curriculum document, numeracy features in the development of
historical skills. For the purpose of this assignment, I have chosen to consider Years
Five to Ten to analyse the ways in which numeracy is incorporated into the
curriculum. While in the upper primary years, the numeracy focus appears to
sequencing, and using timetables for example. As students progress, they need to
become capable in interpreting information found in statistical formats whether it
be charts, diagrams, graphs, tables or any other format. By Year Ten, students
should be able to use any type of statistic to demonstrate the relationship between
events and developments in different periods and places (ACARA, 2013). Spatial
reasoning is also important, as students interpret maps maps that illustrate
continents, countries, cities, fictional or otherwise.
Assignment 1a: Connecting Numeracy with the Learning Areas
EDUC3628: Numeracy and ICT Across the Middle and Secondary Curriculum
Michael Ferris (ferr0121/2096044)

4



What mathematics skills and concepts do the students need to have and
understand to able to address the numeracy requirements of this curriculum
area?

In terms of mathematical skills and concepts within the History curriculum, there
are essentially five different areas of focus. Sequencing is one of these, and in
particular, sequencing periods in chronological order through the creation of an
annotated timeline. One issue here is that students may not understand the
concept of scale and proportion both of which are integral to sequenced timelines
(Goos et al, 2012, pg. 319). Mapping is also prominent, both in terms of
understanding settlement patterns in different regions (by understanding
geography, the climate, water, and transport) and movement patterns of humans
during historical periods (Goos et al, 2012, pg. 318). Students also need to have a
grasp on data representation and its interpretation. This can help students form
links of causality in their own minds about events and their impact on populations.
History classes can also feature measurement concepts with the exploration of the
formation of Egypts pyramids a prime example in year seven. These mathematical
concepts are repeated throughout the history curriculum, but should not be
considered as the limit of what can be taught within a history class.

Assignment 1a: Connecting Numeracy with the Learning Areas
EDUC3628: Numeracy and ICT Across the Middle and Secondary Curriculum
Michael Ferris (ferr0121/2096044)

5



How can you as a teacher facilitate the students learning of these skills and
concepts in this curriculum area?

In order to teach these concepts effectively to students, explicit instruction and
repeated exposure to these concepts I believe is critical. Before creating timelines
of historical eras, students need to be able to understand scale and perhaps this
could be done by creating a timeline of their own lives. Before attempting to apply
these mathematical concepts to information that is mostly unknown, these
concepts should be applied using information that is easily accessible to students.
This idea is similar in terms of mapping, and also with measurement. Attempting to
measure the school, or map the local area provides students with the capacity to
use what they already know to grasp a concept, and once the concept has been
understood, it can then be applied to information that is in the process of being
learnt. The use of ICT in the creation of these maps and timelines in particular is
important, but my personal belief is that students should learn to create these on
paper first, before allowing the technology to do much of the mathematical work
for them. Exposure is another key component in terms of allowing students the
opportunity to learn any of these concepts. Students should be made aware of all
of the different types of data representation available, and should become skilled in
creating these representations also. Students will be able to demonstrate their
knowledge of data representation mediums through the creation of their own.
Assignment 1a: Connecting Numeracy with the Learning Areas
EDUC3628: Numeracy and ICT Across the Middle and Secondary Curriculum
Michael Ferris (ferr0121/2096044)

6


As a history teacher, numeracy is important in terms of my students being able to
grasp historical concepts and skills. For me, I know that explicit instruction and
exposure will be the key elements of my teaching pedagogy which will enable
students the ability to not only grow as learners of history, but also as numerate
citizens in our ever-changing society.
















Word Count: 1,100.



Assignment 1a: Connecting Numeracy with the Learning Areas
EDUC3628: Numeracy and ICT Across the Middle and Secondary Curriculum
Michael Ferris (ferr0121/2096044)

7



Bibliography:
Australian Curriculum Assessment and Reporting Authority. (2013). General
Capabilities. Available [online]
http://www.australiancurriculum.edu.au/Mathematics/General-capabilities.
Accessed 23
rd
September 2013.

Australian Curriculum Assessment and Reporting Authority. (2011). General
Capabilities. Available [online]
http://www.acara.edu.au/curriculum/general_capabilities.html. Accessed 23
rd

September 2013.

Australian Curriculum Assessment and Reporting Authority. (2013). History:
Foundation to Year 10. Available [online]
http://www.australiancurriculum.edu.au/History/Curriculum/F-10. Accessed 23
rd

September 2013.

Australian Curriculum Assessment and Reporting Authority. (2013). Rationale.
Available [online] http://www.australiancurriculum.edu.au/Mathematics/Rationale.
Accessed 23
rd
September 2013.
Assignment 1a: Connecting Numeracy with the Learning Areas
EDUC3628: Numeracy and ICT Across the Middle and Secondary Curriculum
Michael Ferris (ferr0121/2096044)

8


Goos, M., Dole, S., & Geiger, V. (2012.) Auditing the Numeracy Demands of the
Australian Curriculum in Dindyal, J., Cheng, L.P., & Ng, S.F. (Eds.) (2012). Expanding
Horizons (Proceedings of the 35
th
Annual Conference of the Mathematics Education
Research Group of Australasia). Singapore: MERGA.

Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., Warren, E. (2011) Teaching
mathematics: Foundations to middle years. Oxford University Press: Melbourne,
Vic.

Westwood, P. (2003). What Teachers Need to Know About Numeracy. ACER Press:
Camberwell, Vic.