This presentation will be
demonstrating my
understanding of the
similarities and differences
between mathematics and
numeracy and how these
concepts can be taught to
children through fun activities
that will keep them engaged.
Mathematics being used in the
real world by relating it to
interesting phenomena will
also be discussed.
“Strong math skills are
important as we use them
every day both in our
professional and personal lives.
Making math's fun will enable
children with a solid start which
will help shape a strong future”
(Flanders, 2012).
“Mathematics provides the foundations and processes to enable one to be numerate”
(Surfing Sine Waves, 2011).
“The study of the measurement, relationships, and properties of quantities and sets, using
numbers and symbols. Arithmetic, algebra, geometry, and calculus are branches of
mathematics (Freedictionary.com, 2013).
“Numeracy involves the abilities which include
interpreting, applying and communicating
mathematical information in commonly encountered
situations to enable full, critical and effective
participation in a wide range of life
roles”(Department of Education Queensland, 1994).
“Numeracy is a life skill. Being
numerate goes beyond simply ‘doing
sums’. It means having confidence
and competence to use numbers and
think mathematically in everyday life”
(National Numeracy, 2013).
(National Numeracy, 2013)
Numeracy and Mathematics are clearly interrelated although they can be
differentiated. Numeracy is not a synonym for mathematics (Department of
Employment, Education, Training and Youth Affairs, 1997).
SIMILARITIES
DIFFERENCES
• All numeracy is underpinned by
some mathematics
• Both Numeracy and Mathematics
are of value not only for earning a
living but also for leading an
informed life (Steen, 2001).
• An understanding and ability to
use numbers and solve problems is
essential in both numeracy and
mathematics (National Numeracy,
2013).
• Numeracy is not a synonym for
mathematics (Department of
Employment, Education, Training
and Youth Affairs, 1997).
• Numeracy is a concrete and
practical capability, whilst
mathematics becomes increasingly
abstract as children progress
through secondary school (National
Numeracy, 2013).
• Mathematics offers absolute truths
about relations among ideal objects
whereas numeracy offers
contingent solutions to problems
about real situations (Steen, 2001).
What you will need:
•
•
•
Difference: Numeracy is a
A 6 sided cube with an image of your choice on each side that relates to
concrete and practical
an exciting learning nursery rhyme for children.
capability, whilst mathematics
Music of each song (Optional)
becomes increasingly abstract as
Props for each song to act song out for creativity and for more
children progress through
excitement(Optional)
secondary school (National
Numeracy, 2013).
How to play:
Once the teacher has attention from all children, the teacher rolls the die
and whichever side it lands on all the children are to participate in the
singing, dancing and movements to the nursery rhyme. To engage children
further, the teacher may choose a child to come up and roll the die for the
class which may be very special and exciting for the children.
Aim:
To engage foundation year level children through song and rhyme while
developing their cognitive skills. To enhance their knowledge of the
difference between numeracy and mathematical skills by regularly singing
counting nursery rhymes that will further develop their memory skills, first
counting skills and concepts of patterns, of which the brain will start to
store the words and catchy tunes that they love to hear (Everyday Life Global Post, 2013). The child’s Numeracy skills (beginning to associate with
numbers/ counting) will be of great help in future when these skills will be
needed for mathematical processing skills of which the child will become
progressively numerate.
Songs may include:
Five little Monkeys
http://www.youtube.com
/watch?v=FG6GXdUOR_Y
Five little Ducks
http://www.youtube.com/
watch?v=0uenvW3DrMI
1,2,3,4,5
http://www.youtube.com/w
atch?v=Owj7nGxMo40
This old Man
http://www.youtube.com
/watch?v=vFZhL92W6TE
10 little ladybugs
http://www.youtube.com/
watch?v=SmAkx2431JU
Five little speckled frogs
http://www.youtube.com/wa
tch?v=oYX1OaiVR94
Learning Outcomes (Number and Algebra-Content Strand):
• Establish understanding of the language and processes of counting
by naming numbers in sequences, initially to and from 20, moving
from any starting point (ACMNA001) (Australian Curriculum,
2013).
• Connect number names, numerals and quantities, including zero,
initially up to 10 and then beyond(ACMNA002) (Australian
Curriculum, 2013).
Learning Outcomes (EYLF):
• 5.4 - Children begin to understand how symbols and pattern
systems work (Aussie Childcare Network, 2013).
• 4.2 Children develop a range of skills and processes such as
problem solving, inquiry, experimentation, hypothesising,
researching and investigating (Aussie Childcare Network, 2013).
What you will need:
•
•
•
•
Recycled egg carton
Sheets of paper
Textas to draw shapes on paper
Shapes
Difference: Mathematics offers absolute truths
about relations among ideal objects whereas
numeracy offers contingent solutions to problems
about real situations (Steen, 2001).
How to play:
Teacher asks children to bring in a recycled egg carton.
Gives children a shape activity sheet of which the shapes
are drawn on. The children then have to search around for
that particular coloured shape and match it to its
corresponding hole in the egg carton. The teacher may
then ask how many of each coloured shape there are.
Aim:
To enhance foundation level and year 1 level children to
learn about patterning, sequencing and matching by
colour and shape in a practical way. This activity will
encourage the children to develop their math skills
through pattern recognition, classifying and solving
problems. An understanding of numeracy (matching each
shape to its corresponding hole) and mathematics (the
amount of shapes and the different coloured and sorts of
shapes- ‘absolute truths’) will give the children greater
knowledge on how numeracy and mathematics differ.
(The imagination tree, 2013)
Learning Outcomes (Number and Algebra, Measurement and GeometryContent Strands):
• Sort and classify familiar objects and explain the basis for these classifications. Copy, continue
and create patterns with objects and drawings(ACMNA005) (Australian Curriculum, 2013).
• Recognise and classify familiar two-dimensional shapes and three-dimensional objects using
obvious features (ACMMG022) (Australian Curriculum, 2013).
• Establish understanding of the language and processes of counting by naming numbers in
sequences, initially to and from 20, moving from any starting point (ACMNA001) (Australian
Curriculum, 2013).
Learning Outcomes (EYLF):
• 4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence,
creativity, commitment, enthusiasm, persistence, imagination and reflexivity (Aussie Childcare
Network, 2013).
• 4.2 Children develop a range of skills and processes such as problem solving, inquiry,
experimentation, hypothesising, researching and investigating (Aussie Childcare Network,
2013).
• 4.4 Children resource their own learning through connecting with people, place, technologies
and natural and processed materials (Aussie Childcare Network, 2013).
• 5.4 Children begin to understand how symbols and pattern systems work (Aussie Childcare
Network, 2013).
What you will need:
• Price/Picture Signs
• Toy Groceries
• Fake Money
• Similarity: An understanding and ability
to use numbers and solve problems is
essential in both numeracy and
mathematics (National Numeracy, 2013).
How to play:
Set up a play area as a shop. Teacher gives each student the same
value of money, for example 10 dollars. All students are asked to go
and gather some groceries that will add up to the 10 dollars given
or less. All students are then to gather together and discuss what
they have bought and the value of what they have purchased with
their money. Older students may then be asked further instructions
such as to take back items that will add up to 5 dollars.
Aim:
To develop year 1 and 2 children’s understanding of the value of
money through pretend play and how both numeracy (Pricing of
items, association of numbers and product to price) and
mathematics (the addition and subtraction of each item to get an
equivalent answer of 10 dollars) are needed in real life today
(Steen, 2001). The shopping game allows further development of
their knowledge of the similarities between mathematics and
numeracy and to gain an understanding of the ability to use
numbers and solve problems which is essential in both numeracy
and mathematics (National Numeracy, 2013).
(Unknown, 2013)
Learning Outcomes (Number and Algebra- Content Strand):
• Represent and solve simple addition and subtraction problems using a range of strategies
including counting on, partitioning and rearranging parts (ACMNA015) (Australian Curriculum,
2013)
• Recognise, describe and order Australian coins according to their value (ACMNA017) (Australian
Curriculum, 2013).
• Solve simple addition and subtraction problems using a range of efficient mental and written
strategies (ACMNA030) (Australian Curriculum, 2013).
• Count and order small collections of Australian coins and notes according to their
value(ACMNA034) (Australian Curriculum, 2013).
Learning Outcomes (EYLF):
•
4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence,
creativity, commitment, enthusiasm, persistence, imagination and reflexivity (Aussie Childcare
Network, 2013).
•
4.3 Children transfer and adapt what they have learned from one context to another (Aussie
Childcare Network, 2013).
•
4.4 Children resource their own learning through connecting with people, place, technologies
and natural and processed materials (Aussie Childcare Network, 2013).
•
5.1 Children interact verbally and non-verbally with others for a range of purposes (Aussie
Childcare Network, 2013).
As educators we must emphasise to students, the importance
of numeracy and mathematics in every day life and how we can
apply it to our day-to-day living. We must encourage children
to think mathematically in everyday life by talking about the
ways mathematics can be used at home, at a supermarket or at
the playground through fun and engaging activities (Parents-ineducation.moe.gov.sg, 2013).
We must be able to communicate to the children that
mathematics relates to every single aspect of our lives. For
example, there are natural phenomena’s everyday – like the
Fibonacci sequence or bilateral symmetry. Most careers – if not
all - that these children will undertake in the future will require
some sort of mathematical understanding.
The Fibonacci sequence is known to be Nature's numbering
system because of the Fibonacci number patterns that
recurrently occur in nature. They appear everywhere in
Nature, from the leaf arrangement in plants, to the pattern
of the florets of a flower, the bracts of a pinecone, or the
scales of a pineapple (Jwilson.coe.uga.edu, 2013).
SO WHAT IS FIBONACCI?
The Fibonacci Sequence is the series of numbers:
0, 1, 1, 2, 3, 5, 8, 13, 21, 34, ...
The next number is found by adding up the two
numbers before it.
The Fibonacci sequence is found in pineapple scales, which are
patterned into spirals and because they are roughly hexagonal in
shape. The three sets of spirals that may be observed include:
(Unknown, 2013)
1. Count number of spirals going left
2. Count number of spirals going right
3. Count the number of spirals going almost straight up
If you choose any of these three methods to count the
spirals on a pineapple you will be left with a Fibonacci
number!
As educators we may teach this aspect of
Fibonacci by either providing students with a
pineapple or allowing the children to bring in
their own pineapple within the classroom
environment to participate in this activity.
Children will learn through the proficiency strands:
•
•
•
•
Understanding
Fluency
Problem Solving
Reasoning
These are an integral part of mathematics content across the three
content strands: Number and Algebra, Measurement and
Geometry, and Statistics and Probability (Australian Curriculum,
2013).
Australian Curriculum Learning Outcomes:
Number and Algebra
•
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and
ten from any starting point, then moving to other sequences. (ACMNA026)
•
Describe patterns with numbers and identify missing elements (ACMNA035)
Measurement and Geometry
•
Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)
Year two level children may further this activity by using probability to
estimate the likelihood of all pineapples displaying this aspect. They
then can compare each child’s findings and graph the results.
Statistics and Probability
•
Identify practical activities and everyday events that involve chance. Describe outcomes as
‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047)
•
Collect, check and classify data (ACMSP049)
•
Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)
As educators we must emphasise that mathematics is
important and apart of everyday life. Another way to
teach children this concept is to let them learn about
symmetry, which is everywhere we look in nature! This is
evident when you look at plants and animals, you will find
that they have symmetrical body shapes and patterns. If
you divide a leaf in half, you will often find that one half
has the same shape as the other half (Misterteacher.com,
2013).
SO WHAT IS SYMMETRY?
Symmetry is when one shape can be split down a
single axis to have mirror images on each side.
This means if you cut something in half both
sides will be of exact size, shape and colour.
If you were to divide a butterfly down the middle, you will
find that the opposite sides of their body will look exactly
the same. For example, you will find the same shape,
pattern, colours and features (Antennae) on each side
(Misterteacher.com, 2013).
We encounter symmetry under reflection all around us —
this is the familiar bilateral symmetry that characterises
animals such as butterflies and numerous artifacts (Livio,
2006).
Have your students produce their own symmetrical
butterflies. Provide students with butterfly
templates and then have students create their own
patterns and colour them exactly the same on both
sides so that they will be symmetrical. Students may
also research pictures of butterflies from computers
to look at for inspiration.
(Unknown, 2013)
(Unknown, 2013)
The
missing
Antennae
?
or The
different
coloured
wings
?
(Unknown, 2013)
This example Is based mainly on enhancing children’s ability to use
skills to associate with geometry, therefore the Australian Curriculum
Learning Outcomes would include:
Measurement and Geometry
• Describe and draw two-dimensional shapes, with and without digital
technologies (ACMMG042)
• Investigate the effect of one-step slides and flips with and without
digital technologies (ACMMG045)
• Identify symmetry in the environment (ACMMG066)
This presentation has outlined the importance of numeracy
and mathematics in everyday life and how we as educators
can emphasise this to children in a fun and engaging
manner. The similarities and differences have been
portrayed through fun activities that the children will enjoy
learning from and participating in. Teaching children about
Interesting phenomena in nature that we all face on a dayto-day basis will display to children the significance that we
need mathematics for our future to become more and more
numerate human beings.