CASS, Mathematics

Welcome to Mathematics/Numeracy area of NEELB Curriculum Advisory & Support Services.

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

Competence in mathematics is important and useful in many fields;

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

Mathematics can be used to describe, illustrate and explain.

While it is clear that mathematics is an essential skill for life, it is important that we also 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. The underlying principle of this document is that the term 'numeracy' will be taken to mean 'mathematics' as set out in the Northern Ireland Curriculum.

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; and
• 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;
• Broadening horizons in the context of numeracy/mathematics;
• Meeting the specific identifiable needs of schools in relation to numeracy; and
• Assisting schools in the acquisition and effective management of appropriate resources for the development of numeracy.

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, whole school themes and the library service; and
• C.  Other support services within the province and further afield (Other Boards, H.E & F.E, CCMS, NICIE, RTU etc)

• 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 from Foundation to Key Stage 4 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;
• 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; and
• design and implement a programme of training for school governors with respect to their responsibilities in the promotion of numeracy.

• 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;
• provide support on the use of ICT to facilitate and support learning in mathematics;
• provide on-line support for teachers with respect to numeracy;
• 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.

• develop numeracy in general;
• agree matters related to training etc.;
• inform Higher Education Institutions and other agencies involved in teacher education related to mathematics, both within the Province and further afield.