1

Numeracy Leadership

Welcome!

2

Numeracy Topics• What is Numeracy?

• What Are Our Math Expectations?– Curriculum Alignment

• What is Good Math Instruction?– Best Practice in Lesson Design– Differentiating Instruction– Choosing and Using Textbooks

• Numeracy Strategies• Differentiating the Mathematics Classroom

3

Module Goal

• By the time school leaders successfully complete this module, you will be able to:– Lead a school-based team in the

planning and implementation of a comprehensive process that will increase numeracy throughout the school.

4

Essential Question

• What is numeracy? What affects numeracy and what does numeracy affect?

5

What is Numeracy?

• Numeracy is more than just math.

• Numeracy is the ability to understand quantitative information in academics, the workplace, and in daily life.

• Those who lead the school in promoting numeracy must understand numeracy.

“Quantitative literacy”

6

Just an Excuse? • Record answers on PG 7-8

1. Students aren’t ready to learn.

2. Teachers and administrators have low expectations for students.

3. Parents aren’t doing enough.

4. I was just following orders.

5. We don’t have enough money.

6. Teachers do not have adequate training.--Adapted from McEwan, Elaine K. The Principal’s Guide to Raising Reading Achievement. Thousand Oaks, CA: Corwin Press, Inc. 1998.

7

Just an Excuse?7. The tests used to measure achievement do

not provide a fair assessment of what our students are learning.

8. We don’t have enough time. 9. This is just a fad.10. Students are using math materials that have

been “dumbed down.”11. Ineffective instructional methods are being

used.12. Schools waste too much time on non-academics.

8

Essential Question

• What are good and poor numeracy practices?

Interview Design Activity• Two rows of chairs facing each other for 2-min interviews

• Each person has one of four questions• Odd numbered questions on one side and even

numbered questions on the other.• First - #1 interviews #2 while #3 interviews #4• Next - #2 interviews #1 while #4 interviews #3• Person in beginning of #1,3 moves to the end of

row and everyone moves over one space• Next - #1 interviews #4 while #3 interviews #2• Next - #4 interviews #1 while #2 interviews #3• Discussion 9

10

Small-group Activity• Assignments:

– Handout E: Numeracy in K-12– Handout F: Survey Results– Handout G: Instruction– Handout H: Acceleration– Handout I: Tracking, Opportunity– Handout J: Student Success, Homework

• Read and record on PG 10.

• Report back to larger group.

11

Additional Activity

• Handout K—Case Stories• Small groups read the elementary, the

middle school, or the high school story• Decide and record which good numeracy

practices are being used• Report back• Discussion/Comparison*Refer to slides # for good numeracy

practices

12

Current State of Numeracy

• Refer to PG 5—SREB’s View

• Video: “Failing Grade,” Prime Time Live

(10 minute video, discussion)

13

Videotape Discussion Questions

• Which factors do/don’t affect differences in student achievement between the US and other countries?

• Compare and contrast US and Japanese curricula.

14

Big Ideas• Coherence: Important mathematical ideas are

organized. Typically, there are fewer, but richer and deeper topics

• Strands: Algebra, geometry, etc. must be interconnected, with interconnections prominent in the curriculum and class materials

• Articulation: There are clear relationships among lessons, units, courses, and grade level, with increasingly rigorous development of ideas

• Focus: Work is meaningful to academic and life pursuits

Adapted from EDThoughts: What We Know About

Mathematics and Teaching. McREL, 2002.

15

Essential Questions

• How can we tell if our textbooks support the curriculum?

• How can we best use parts of texts to support learning?

16

Essential Questions

• How can we ensure that our curriculum is structured for maximum student achievement from K-12?

• How can we make sure that standards, assessment, and instruction are aligned and we all have a deep understanding of the progression?

17

Essential Question

• What are the qualities of effective lessons, and how can I build or revise lessons to be effective?

18

How to Differentiate the Math Classroom• Four math learning styles:

Mastery—prefer computation Understanding—search for patterns, categories, reasons Interpersonal—prefer conversation/personal relationship Self Expressive—create images; pursue multiple strategies

Teaching approaches that match learning styles Mastery—emphasize step-by-step demos, repetitive

practices; proficiency in calculation & computation Understanding—emphasize concepts & reasoning Interpersonal—emphasize cooperative learning, applications

to everyday life Self Expressive—emphasize visualization & exploration, non-

routine problem solvingStrong, Thomas, Perini, & Silver. (February, 2004). “Creating a Differentiated Mathematics Classroom, Educational Leadership, 73-78.

19

How to Differentiate the Math Classroom

• Marzano et al wrote about the 9 effective teaching strategies (refer to Classroom Instruction That Works) If use all 9 strategies,

you’ll address all 4 learning styles

• Recommendations: Rotate strategies Use flexible grouping Personalize learning

• Other recommendations: Use fair/thoughtful tests that

address std and learning style Include all 4 dimensions of math

learning (computation, explanation, application, problem solving)

Help students recognize style Use variety tching strategies Revise assessments to reflect all

4 dimensions of learning/4 styles

Top Ten Value-Added Numeracy things

• Need time for numeracy meeting & planning

• Need time to help struggling kids

• Numeracy is similar to literacy

• 4 basic learning styles in math: mastery, understanding, interpersonal, self expressive

• 4 basic math teaching approaches: procedural, conceptual, relational, investigative

• Many problems are just excuses to be overcome

• Best practices: relevant, real world problems

• Kids who fail Alg I do better on ACT/SAT than those who didn’t take Alg I

• Differentiate assessments & instruction rather than use textbk assessments

• Have kids create own problems

20

21

Brain Teaser• A student was interested in carpeting her 9’ x 12’ bedroom.

She determined the area of the room to be 108 sq. ft.• She called a carpet company and ordered 108 sq. ft. of

carpeting. When the carpet arrived, she was bothered to find out that what she received was not what she had in mind. The carpet company delivered a 10’ x 10’ piece of carpeting and a 1’ x 8’ piece of carpeting.

• When she called the carpet company to complain, the salesperson told her not to worry. All she had to do was to make one cut in the 10’ x 10’ piece and then place the three sections in her 9’ x 12’ bedroom. (2 sections from the 10’ x 10’ plus the 1’ x 8’.)

• Find the cut that she has to make in the 10’ x 10’ that would solve this problem.