In my reductionist quest to make things in education more accessible, I’ve started revising the definitions we use.
The reason for this is that they get in the way a lot of the time. And this is because they are too hard to understand. Or not explained well. Or used as a kind of mental battering ram.
I’ve already had a go at plain-English definitions for the literacy progressions. So this post is part 2 on the numeracy progressions. Part 1 on the literacy definitions is here if you missed it.
So… here’s a list of the numeracy progressions below, with my plain English explanations. As before, if this is something that you’re involved with using, either as a tutor or manager, I’d like some feedback.
I want to know if these make sense. I’ve tried to use a limited vocabulary, active voice, and no adverbs.
Some of this is just the language of maths and we have to use it. But I also want to cut anything that’s not needed.
Have I missed anything? If yes, how can I add critical aspects of meaning to these without making it sound like rocket science?
The audience is trades and vocational tutors who are non-experts in literacy and numeracy.
Here you go… Please direct any feedback to the comment section. Thanks…!
|Additive Strategies||Using + and – to solve problems|
|Multiplicative Strategies||Using x and ÷ to solve problems|
|Proportional Reasoning||Using fractions, decimals, %, proportions, ratios, rates to solve problems|
|Number Sequence||Knowing the sequence of numbers forwards and backwards. Includes integers, fractions, decimals, %|
|Place Value||Knowing the place and value of numbers. Includes tens, hundreds, thousands, fractions and decimals adding up to 1. Ordering and converting between fractions, decimals, %.|
|Number Facts||Knowing +, -, x and ÷ facts from memory. Also knowing fraction, decimal, and % facts.|
|Preparing Data||Sorting, organising, and representing data for analysis.|
|Analysing Data||Describing and comparing data for interpretation.|
|Interpreting Data||Interpreting and discussing data to predict and conclude|
|Probability||Knowing about chance, likelihood, and possible outcomes.|
|Shapes and Transformations||Describing and working with shapes. Includes shapes of two or three dimensions.|
|Location||Working with movement, distance, direction, bearings, grid references, maps, scales.|
|Measurement||Comparing, ordering and measuring things. Includes using the right tools, systems, formulas, estimates and conversions.|