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Numeracy and the learners

'Factors that influence improvement in numeracy, reading, and comprehension in the context of a numeracy intervention’ by Ann Dowker

This article looks at the findings from ‘Catch Up Numeracy’, a numeracy intervention funded by the Education Endowment Fund. The study will help you understand some of the key factors that influence the development and progression of numeracy learners. Results discuss how children eligible for free school meals scored lower than others on all pre-tests and post-tests, but did not differ in their levels of improvement. Age negatively predicted improvement in reading and comprehension, but not numeracy. Gender affected comprehension but not reading or numeracy.

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Reading Materials

'Improving Mathematics in Key Stages Two and Three: Guidance Report’ from The Educational Endowment Foundation (EEF) 2017.
'Assessment in mathematics education’ by Suurtamn C. et al. (2016). Part of the ICME-13 Topical Surveys book series
'Factors that influence improvement in numeracy, reading, and comprehension in the context of a numeracy intervention’ by Ann Dowker
'Digital technologies and mathematics education’ A report from a working group of the Joint Mathematical Council of the United Kingdom Chaired by Professor Rosamund Sutherland. Edited by Dr Alison Clark-Wilson, Professor Adrian Oldknow and Professor Rosamund Sutherland
'Chapter 10: Developing Proficiency in Teaching Mathematics’ in ‘Adding It Up: Helping Children Learn Mathematics’ (2001) by Kilpatrick, J., Swafford, J. and Findell, B. (Eds) Mathematical Learning Study Committee, Center for Education, Division of Behavioural and social Sciences and Education. Washington DC: National Academy Press
'Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020’ Irish Department of Education and Skills. pp.17-38

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Good Practice Example
Good Practice Example
Evidence Opportunities
Extended Learning

The ACME believe that prioritising professional learning in mathematics can only be achieved by working together. ‘Professional learning for all teachers of mathematics’ (2016) From: The Advisory Committee on Mathematics Education (ACME) summarises the challenges and key elements that contribute to achieving a shared vision explaining how you can liaise with other professionals to promote the inclusion of wider skills in mathematics.
‘Fostering Understanding of Early Numeracy Development’ (2016) By Kate Reid and Nicola Andrews. ACER is a research paper that examines the findings from a seven-year longitudinal study of children’s literacy and numeracy development throughout 100 primary schools’ around Australia. The report provides a description of the Longitudinal Literacy and Numeracy Study: Transitions from Preschool to School (LLANS:TPS) research for parents, early childhood educators and primary school teachers. It can also be used as a practical document, providing a number of activities in each of the key mathematical areas, for educators in early learning contexts and in primary schools.
Click to read ‘Making Mathematics Learning More Engaging for Students in Health Schools through the Use of Apps’ by Helen Willacy and Nigel Calder. This article considers the issue of engaging students in mathematical learning when they are recovering from significant health issues. This thought-provoking article raises a number of themes, both positive and negative, in regard to how apps can influence student engagement and facilitate differentiated learning programs.
This guide, ‘A Guide to Maths for Scientists’ (2015) from Pearson Education Ltd., outlines the content that students will have covered in their maths lessons throughout KS3 and KS4. Although the title suggests that this guide is aimed purely at scientists, it provides a much broader understanding of how different objectives are taught in maths. Each area is broken down into demand, approach, and terminology, making it a useful resource for students who might also wish to revise and revisit their own mathematical knowledge and understanding.

Think And Challenge
Evidence Opportunities