This is what I feel like when I’m writing my new course submission…


crazy wall

This is what it’s like with too many browser tabs open inside your brain. I’m nearly finished our course submission for the new NZCALNE (Voc) qualification.

It’s slowly driving me nuts. I think I started out all “A Beautiful Mind” style of crazy wall…

crazybeautiful

But now I’ve gone full Carrie from Homeland crazy wall…

Carries-Wall-of-Crazy-in-Homeland-Season-1

Keeping track of the differences between the new standards and how I actually want to deliver the course is like trying to track down Professor Moriaty…

sherlock crazy wall

 

 

How to map the numeracy demands of your course, context or a particular calculation


This is a guest post by our numeracy expert, Janet Hogan. Thanks Janet…!

Making Sense of Number to Solve Problems strand

Screenshot 2016-08-18 10.33.22.png

  1. There are six progressions in this strand. The first three are about how to do things (strategies) and the second three about what you need to know to do those things (knowledge).
  2. You only need to think about the first three when you map demands. What you need to know (the second three) will sit one step behind the highest step of the first three
  3. Have a look at the example above. The context mapped here is stocktaking in a warehouse. It requires addition, subtraction of whole numbers (Step 4), multiplication of whole numbers (Step 5) and finding fractions of a whole number such as ¼ of 60 (Step 4). The knowledge progressions will all be at Step 4.
  4. Please note, demands will never be mapped at Step 1 and Step 2 of the additive and multiplicative strategies progressions or Step 1, 2, and 3 of the proportional reasoning progression. These are developmental stages in becoming numerate. For example Step 2 is about adding and subtracting by counting, maybe on your fingers. Learners may be at Step 2 but no demand wants people to be doing that!
  5. Remember: If you know that your learners are at step 2, then you’ve got diagnostic information about your learners – not the mapped demands of the course, context, or calculation.

Measure and Interpret Shape and Space strand

  1. There are three progressions here.  Most demands require the use of some measurement – even if it is just an understanding of time – so you will probably be mapping on the measurement progression. Again Step 1, 2, and 3 are developmental so you will be mapping at Step 4 or above.
  2. If your course/context or calculation does not require an understanding of distance, directions, grids and bearings, in other words how to find your way (location progression) or recognising and working with mathematical shapes (shapes and transformation progression) then do not map on these progressions – indicate that these progressions are not applicable to your context/course or calculation.

Reason Statistically strand

  1. Statistics is the branch of mathematics that deals with the collection, organisation, analysis, and interpretation of numerical data, usually with a view to making predictions. If this is not part of your courses/context or calculation, do not map your demands on the statistics strand – indicate that this stand is not applicable to your context/course or calculation.
  2. Please note statistics is not about reading tables such as bus timetables, wage tables etc. Some would argue that reading tables is a literacy skill for which you might also, depending on the table, need some numeracy knowledge.