CASS, Mathematics

NEELB Numeracy Policy

Next year, the first year of the new millennium, is `Mathematics Year 2000' and great emphasis will be placed on taking opportunities to raise numeracy standards in schools, the home and the workplace. Maths Year 2000 is designed to support schools, parents and businesses in making maths relevant, accessible and yes, enjoyable.
Mathematics is essential in everyday life, from comparing prices in the supermarket to checking the bill or reading the bus timetable, from estimating the comparative merits of different methods in purchasing a house or a car to completing the self assessment Income Tax returns.

Dealing with figures and the representation of figures in graphical form is just as important as the ability to read, yet maths is often seen as the poor relation.

All people irrespective of age should be in a position to develop basic mathematics skills and so lead more profitable and worthwhile lives.

We should all do our best to help develop the mathematics skills they need.

John J G Magaud
April 1999

"Few subjects in the school curriculum are as important to the future of the nation as mathematics";
Foreword to Cockcroft Report 1982

"Literacy and Numeracy is every school's core business. All concerned - need to be aware that ensuring that their pupils are literate and numerate is their most important curricular responsibility".
DENI Strategy for the Promotion of Literacy and Numeracy 1998

"..... This survey shows that numeracy has a significant and sustained impact on adults' lives"
Basic Skills Agency 1998

"Numeracy is a key life skill. Without basic numeracy skills, our children will be disadvantaged throughout life".
David Blunkett (Secretary of State for Education and Employment) 1999

Definition
It is important, when considering developments in numeracy, that we share a broad understanding of the term 'numeracy'.

Numeracy is an 'at-homeness' with number, the operations on number, the applications of number to a range of everyday situations, the ability to estimate and approximate number in a range of situations, and the representation of number in diverse forms including graphs, charts and tables.

Numeracy and mathematics are, for all intents and purposes, synonymous terms.

The underlying principle of this document is that the term 'numeracy' will be taken to mean 'mathematics' as set out in the Northern Ireland Programmes of Study for Mathematics.

Why Mathematics / Numeracy
mathematics can be used to describe, illustrate and explain. Above all it can be used to convey meaning;

mathematics provides a means of communication which is powerful, concise and unambiguous;

competence in mathematics is important and useful in many other fields;

mathematics has an inherent fascination and appeal, irrespective of its utilitarian value

Delivering and Developing Numeracy
When developing approaches and activities to deliver numeracy it is important to remember that:-

the development of numeracy is an entitlement for all pupils regardless of perceived `ability'

numeracy activities should provide both a challenge and a sense of achievement for all pupils

numeracy must be an experience from which pupils derive pleasure and enjoyment and should promote a positive attitude to mathematical learning

numeracy should be promoted throughout all areas of the curriculum.

The Board's policy for numeracy falls within the umbrella of the NEELB Business Plan and will focus on:-

raising standards in numeracy
meeting the specific identifiable needs of schools in relation to numeracy
assisting schools in the acquisition and effective management of appropriate resources for the development of numeracy.

The NEELB Numeracy Policy has been produced after wide consultation with principals from primary, post-primary and special schools and will reflect in many ways the policies of schools.

The policy is in three sections relating to the interface between the Board's Curriculum Advisory and Support Staff in mathematics and:-

A. schools in all sectors
B. the support services for other areas of study, cross curricular themes, the library service and especially the support service for Information and Communications Technology
C. other support services within the province and further afield (Other Boards, Higher Education Institutions, CCMS, NICIE, RTU etc)

The Board will provide a service to schools in relation to the development of numeracy and will address the issues set out below.

Section A: The Board will encourage and assist schools to:
provide a whole school policy for numeracy, which takes cognisance of the existing mathematics policy in the school.
ensure that schemes of work are in existence for each of the Key Stages and are associated with long-term and short-term planning in the development of numeracy.
ensure that a range of strategies is employed to suit the abilities of pupils to assist those with difficulties and to provide a challenge for more able pupils.
provide the opportunity through centre based and on site training to adopt principles and practises of mathematical learning commensurate with recent proven learning approaches.
determine appropriate criteria for the selection of a numeracy co-ordinator and for the nature and purpose of a suitable job description associated with the post.
The post of numeracy co-ordinator and mathematics co-ordinator will often be filled by one and the same person.
identify needs with respect to numeracy and formulate an action plan, within the school's overall development plan, that focuses on the development of numeracy for all pupils. Formulate a programme of training and support for the understanding and application of numeracy across the whole curriculum of the school.
set targets for improving the performance of their pupils with respect to numeracy.
determine intervention strategies for those pupils encountering problems in numeracy.
draw-up and maintain appropriate procedures for the monitoring and evaluation of the numeracy provision for all pupils.
identify and select test materials and determine the best means of using the results of such tests in a diagnostic way, and to inform teachers with a view to improving their teaching and more importantly their pupils learning.
identify and develop means by which the performance of boys with respect to numeracy may be improved.
determine how parents can best contribute to the development of numeracy through home learning, through tried and tested programmes and other more recent models of home-support learning in mathematics.
design and implement a programme of training for school governors with respects to their responsibilities in the promotion of numeracy.
Section B: The Board will
provide a phased training programme for numeracy co-ordinators.
provide for schools, information and advice on the identification and provision of resources suited to the learning and teaching of different aspects of numeracy.
keep schools informed of good practice in pupil developments in numeracy (through, for example, case studies using innovative and effective interventions and also via developments in the National Numeracy Programme in England and Wales.)
provide support, through the mathematics support service, on the use of Information and Communications Technology to facilitate and support learning in mathematics.
provide on-line support for teachers with respect to numeracy.
advise on matters relating to the provision of Summer Literacy and Numeracy Programmes.
advise and assist primary and post-primary schools to establish and maintain meaningful links in relation to numeracy in order to make the transition from KS2 to KS3 less traumatic and more educationally effective.
seek to change attitudes to mathematics by encouraging schools to develop `out of class' and `extra curricular' mathematical activities aimed at raising pupils' enjoyment of, and participation in, mathematics.
set out annual targets for numeracy within the NEELB and provide an annual report on progress in meeting such targets.
provide a short programme of awareness raising and training for CASS officers, looking at the means by which pupils learn and develop competence in mathematics. In addition the Board will instigate discussion on the means by which all CASS personnel can contribute to the raising of numeracy standards in all schools.

Section C: The Board will
collaborate with support personnel in other Boards with respect to the development of numeracy in general and on matters related to training etc. (matters that may be more appropriately addressed on a common basis).
liaise with Higher Education Institutes and other agencies involved in teacher education related to mathematics, both within the Province and further afield.