Basic Numeracy Related Activities

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Numeracy Related Activities and enabling strategies

• Understanding and using mathematical information
• Calculating and manipulating mathematical information
• Interpreting results and communicating mathematical information
• Language of Maths

Description of Numeracy

Numeracy plays a fundamental part in adult life. Numeracy is the ability to represent ideas, problems or situations using numerical or mathematical information, work with this information and then present results as solutions or conclusions. Effective numeracy skills support independent living and broaden the choices and opportunities available to individuals:

• as a citizen within their community;
• in economic activity, including paid and unpaid work;
• in domestic and everyday life;
• in education and training;
• in leisure and social pursuits.

Numeracy is a proficiency which is developed mainly in mathematics but also in other subjects.  It is more than an ability to do basic arithmetic.  It involves developing confidence and competence with numbers and measures.  It requires understanding of the number system, a repertoire of mathematical techniques, and an inclination and ability to solve quantitative or spatial problems in a range of contexts.  Numeracy also demands understanding of the ways in which data is gathered by counting and measuring, and presented in graphs, diagrams, charts and tables.

Skills required for numeracy:

• Problem solving;
• Observation;
• Attention to detail.

Numeracy involves a wide range of specific abilities, any of which may prove difficult for particular learners and can affect their acquisition of skills. Some of the underlying knowledge and skills involved include the following:

• giving digits/numbers meaning;
• understanding number concepts and relationship between numbers;
• interpreting mathematical information;
• short-term memory and ability to memorise;
• visual perceptual skills;
• ability to perceive and predict patterns;
• spatial and measurement skills;
• ability to sequence and organise;
• ability to reason and think logically;
• ability to calculate;
• ability to perceive and remember direction;
• language skills;
• handwriting/motor skills;
• ability to decode an algorithm or numerical task from a complex problem;
• ability to relate/choose actions appropriate to purpose (problem solving);
• ability to abstract from the concrete;
• ability to categorise and hence identify relationship.

Numeracy can be subdivided into related categories based on size, shape, space and quantity. Learners' difficulties might be limited to a specific area of knowledge or skill.

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Understanding and using mathematical information

At the most basic level, adults will develop skills that allow them to:

• read and understand information given by numbers and symbols in simple graphical, numerical and written material;
• specify and describe a practical problem or task using numbers and measures.

At a more advanced level, adults will develop skills that allow them to:

• read and understand information given by numbers, symbols, diagrams and charts used for different purposes and in different ways in graphical, numerical and written material;
• specify and describe a practical problem or task using numbers, measures and diagrams to collect and record relevant information.

Calculating and manipulating mathematical information

At the most basic level, adults will develop skills that allow them to:

• generate results which make sense and use given methods and given checking procedures appropriate to the specified purpose.

At a more advanced level, adults will develop skills that allow them to:

• generate results to a given level of accuracy using given methods, measures and checking procedures appropriate to the specified purpose.

Interpreting results and communicating mathematical information

At the most basic level, adults will develop skills that allow them to:

• present and explain results that show an understanding of the intended purpose using appropriate numbers, measures, objects or pictures

At a more advanced level, adults will develop skills that allow them to:

• present and explain results that meet the intended purpose using appropriate numbers, diagrams, charts and symbols.

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Language of Maths

Many learners will have problems with the language of maths rather than with mathematical processes.  There are many words for each operation in numeracy. These are often everyday words that are used much more precisely in maths, e.g. difference, share, product.

The use of several words for one operation may also affect the order of the calculation, for instance '15 take away 2' is the same as '2 from 15'. These can cause problems for learners with sequencing or directional difficulties, as well as those with difficulties manipulating language or dealing with multiple meanings.

When doing a word problem, learners may become confused because of the vocabulary, sentence structure or sequence in which the problem is presented.  It is important to identify whether learners are having difficulty with the maths or the language, and to make issues in the language of maths explicit to learners.

Many learners are likely to need constant repetition and revision of past learning. This is particularly important in terms of language and mental operations. The language of mathematics and the ability to calculate mentally are fundamental. Learners with only basic skills often lack, or have inadequate, language and mental strategies which have contributed to their 'failure' with formal, standard methods of representing calculations. These difficulties are increased for learners with learning difficulties and disabilities.

Concrete materials are important for all learners but doubly so for learners experiencing difficulties. Mathematics involves concepts; these cannot be assimilated without actual experience.

Enabling Strategies

Learners need practice and help to acquire basic concepts before being able to transfer learning to new situations. Learners will have to be shown how to interpret the language of maths, which often appears ambiguous and confusing. Compensation strategies have to be implemented to help memorise and recall basic facts. Number squares, number lines and calculators may prove useful to compensate. The use of pencil and paper is also helpful. Use squared paper to help organisation and place value accuracy. Discuss the whole context/situation of a problem, so that learners can make sense of it over and above the number crunching required. Wherever possible, use real, relevant and familiar contexts. Show different ways of doing operations or solving problems - allow learners to choose the method they prefer. Develop and use a range of memory aids and ready references (e.g. a ruler is a good number sequence aid; a personal maths chart can be used to keep track of alternative words for operations, maths facts, etc). Explain terms, symbols and operations each time they are used and encourage learners to explain to themselves, for example, by subvocalising the steps of adding a two-digit number. This will help learners to hold information in memory and also help with the diagnosis of errors and misconceptions. Use concrete examples to illustrate the variety of ways in which number operations can be written and what they mean in each case (e.g. 6 + 4 is the same as 4 + 6, but 7 - 2 is not the same as 2 - 7). Make as much use as possible of colour, objects, sound and rhythm, movement and large maths props and illustrations (flipchart paper rather than A4), to engage all the senses in maths learning.

Click here for lots of free downloadable materials for developing literacy/numeracy/ICT skills 

Click here for downloadable worksheets for working with dyslexic learners

Check out the JISC TechDis site to view a simulation of difficulties experienced by learners with dyslexia, dyspraxia, autism, visual and/or hearing impairments

For a user friendly self-assessment questionnaire that can highlight indicators of dyslexia, please refer to the Vinegrad Checklist

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Challenges

• Cognition
• Hearing
• Information Processing
• Language/Comprehension
• Managing Anxiety/Stress
• Memory/Recall
• Motivation
• Motor/Manual Dexterity
• Organisation
• Stamina
• Vision

Case Studies

• Numeracy Related Activities and Aspergers Syndrome
• Numeracy Related Activities and Mental Health Difficulties