Upon reading
over the definitions of literacy posted by my classmates, I was struck by the
large number of commonalities that existed between them and my own
understanding of numeracy. Most significantly was in understanding that
literacy and numeracy include several different concepts. According to the
Crowther Report, “numeracy should represent the
mirror image of literacy”. For example, just as literacy is not simply defined
as reading and writing, numeracy is not just an understanding of numbers. It is
much more than that. While numeracy does require knowledge of numbers and how
they work, it also encompasses knowledge of how to use numbers to solve
“school” and everyday mathematical problems. The What Does It Mean For School Mathematics article stated, “Analogously
considering mathematics as a language implies that students not only learn the
concepts and procedures of mathematics (its design features), but they must
learn to use such ideas to solve non-routine problems and learn to mathematize
(how to use/do math) in variety of situations (its social functions)”. The
article furthered this idea by providing more details: “Learning to mathematize
occurs as a consequence of building on prior knowledge via purposeful
engagement in activities and by discourse with other students and teachers in
the classroom”. I really liked how this definition was worded and how it tied
the ideas of numeracy to that of literacy. This is a definition is really easy
to understand and would be a good one to show students if you were planning to explain
the concept of numeracy to students.
Also being able to verbally express your understanding of
mathematical concepts and explanations is a social aspect of numeracy that is
equally important. The New South Whales Education Department had an excellent
example of a few of these ideas: “a numerate person should understand some of
the ways mathematics can be used for communication, and this required the
possession of two attributes:
being
'at-ease' with all those aspects of mathematics that enable a person to cope
with the practical demands of everyday life
the
ability to understand information presented in mathematical terms”.
I really liked this definition in that it commented on how
numeracy also involves communication. Many people forget about the social
aspect of math, but since it is a key component of numeracy, it is important to
consider. This is something that students in my placement seem to have a lot of
trouble with. They will guess the correct answer, but when I prod them for
further explanation they fall silent. Since being able to communicate is an important part of numeracy,
this is something that I would focus on in my future classroom.
This
was actually something that I had to be reminded of as I was researching
numeracy. As a math major, I sometimes take for granted being able to verbally
articulate my reasoning behind a certain mathematical topic. I forget that
mathematics is not as easy for other people as it is for myself. Reflecting on
how I have watched my students struggle in their attempts to explain their
understanding, I am reminded that numeracy also involves being able to
communicate your ideas, not just correctly solving a problem. This idea of
numeracy as a means of communication is definitely a reflection of regular
definitions of literacy. Being able to communicate your thoughts and ideas through
various means is a foundation for all types of literacy.
Along with
this idea of communication, I learned a great deal of mathematical literate
discourse and how that relates to the definitions of numeracy. The article
about this topic from the Wiki highlighted how this has to be something
specifically taught to students. They must be shown the differences between
everyday discourse and literate discourse that takes place in the classroom. It
is during these times that teachers can emphasize proper discourse, especially
about abstract ideas and concepts that will encourage students to become more
complete in their mathematical prowess and thus be able to solve a much wider
range of problems. The article stated, “to be regarded as
mathematically literate, a person has to know both the “how” and the “when” of
this discourse, that is, has to be able to use this discourse not only when the
initiative comes from others, but also on her own accord, in any situation in
which this discourse can be helpful”. Numeracy is all about having a
well-rounded repertoire of problem solving skills, which can be used quickly
and efficiently at the correct time. Likewise, the article goes on to say, “the
more abstract the literate mathematical discourse, the greater its potential as
a widely generalizable problem-solving tool”. How true and how I cannot wait to
try this in my own classroom.
Another idea that was
presented in my research, which also connects to the other definitions of
literacy, included the benefits of using technology to increase mathematical
literacy. “New technology allows for greater
possibility for creating an engaging instructional environment that will
promote mathematical literacy for all students”. How can we take advantage of
this? Answer: in countless ways, for example the PREZI (I will get to that
later). Using technology is a great way for students to learn and practice
numeracy, and there are several online tools designed to help teach students
this exact concept. Just like the other literacies, the definition of numeracy
is constantly changing thanks to the ever-changing world of technology. It is
time to start using these “new technologies” to better understand literacy.
This is something that the students in my placement are somewhat familiar with.
They do have opportunities when they can use computers during math, but mainly
for them to take various placement tests and not to further their understanding
of math.
I found a
great quote that really sums up numeracy: “A mathematically literate
person can thus be thought of as endowed with a toolkit that allows her to deal
successfully with a wide spectrum of situations, including those she had never
encountered before”.
Prezis
are probably the coolest thing I have come across in a very long time. As an
online, interactive, visually dynamic, and overall entertaining poster board,
the prezi is an amazing tool for teachers and students alike. There are
practically no limits on the amount of things you can do with them. I
especially like how they can be opened to multiple users so that several
different people can contribute to the finished product from virtually
anywhere. Textboxes, shapes, charts, graphs, pictures, videos, and much more
are all easily embedded onto the prezi board. The movement of the prezi itself
brings each of the items listed above to life in an engaging manner. From
experimenting with them already, I have definitely noticed that the prezi
changes the way you read, write, listen, and view information.
The
biggest challenge thus far has just been familiarizing myself to the program
and exploring the wide variety of options available. The prezi has so much to
offer that it is very overwhelming at first. I had to make a few personal
boards just to see how the different facets of the prezi work together to
create the final product.
I
think that the prezi will be a unique twist on numeracy since most people would
not consider an online presentation as a means of explaining mathematical
literacy. However, with the tools available on the prezi, such as the ability
to use shapes, graphs, and text, I feel as if it is already set up to be used
as an additional instrument in shaping understanding of math. It will
definitely be a challenge to decide how exactly to approach the math topic of
our choice and how many details to incorporate. Also, as designers, since we
choose the direction of the mathematical explanation, we may miss different
ways that students might approach a typical project, which may lead to
misunderstandings or gaps in students’ understanding. I think that a prezi
could be most beneficial if it was used to introduce a topic or walk through
the steps of how to solve a specific problem.
Using
a prezi to introduce a math topic would be similar to what students would see
in print materials, such as their math textbook. Several examples and
step-by-step procedures of how to solve problems would appear in both. The
difference would be in the more exciting presentation of the prezi, which would
be new and thus automatically more interesting than a textbook. The biggest
issue with using a prezi with students would be the novelty of the technology,
including the confusing set up and million options. Students would nee a lot of
scaffolding and practice with the prezi before they would be able to create
individual/ group presentations. If they were simply viewing the prezi for the
first time, multiple views would be necessary in order for them to catch all
the details presented on the board. If the students were very young, it might
be beneficial to ease them into the prezi, perhaps by first introducing them to
power point slides and then progressively move into the fast paced and more
interactive world of the prezi.
I
am truly excited to use the prezi to try and explain numeracy. Students are
often turned off to mathematics as being boring and grounded in rote
memorization of facts and rules. Using the prezi would present math in a new
way that would encourage students approach math differently as well. If
students were to design a prezi in pairs or groups, collaboration and literate
mathematical discourse would ensue as students worked together to talk through
strategies as they were put onto the prezi. Giving students an abstract or
multi-part problem would contribute to a growth in their overall problem
solving skills as they explored several different ways to explain a given math
topic. I hope that in completing this new literacies assignment I will not only
learn a new technology that will become a great tool to my future teaching, but
I will also gain a deeper understanding on what it means to be literate,
especially as it pertains to numeracy.
