Cross Curricular Numeracy

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Cross-Curricular Numeracy

This blog will discuss why numeracy is taught across the curricular whilst involving other subjects within the subject, I will highlight the areas as to how it enhances children’s learning. Children and young people should acknowledge how important Maths is in the curriculum and how this subject is vital within other subjects. It is vital to understand that Mathematics is not an individual subject but instead is included in other within the curriculum. Maths is used in the science field and the digital technology world which shows that numeracy is used across the curriculum. Cross-curricular attempts to produce a unique way of teaching in order to enhance children’s knowledge and understanding, yet still making sure that children are encouraged to learn other subjects and topics. Numeracy is used in a school setting and outside the curriculum every day, the skills that are developed through maths can be used in other subjects, numeracy is not just in the subject ‘Mathematics’ but instead is combined into the whole curriculum (Learning Wales, 2016).
As mentioned in my previous blogs that children are not as confident in mathematics and find this subject rather difficult to adjust to. However, it is important that teacher and practitioners take a cross-curricular approach to help children overcome the struggle innumeracy. By taking a cross-curricular approach allows children to use their ability of understanding and skills to apply it to other subjects. This allows individuals to reflect upon their understanding and improve in areas they struggle in. I found a project that had been steered by Andrew Price, stated in his project the benefits of teaching and learning of cross-curricular. His findings state how there has become an increase in the pupils using thinking skills throughout subjects which have benefitted their confidence, there was also an improvement in children being more aware of their teaching, for example, asking questions, sharing ideas, and making suggestions (Price, A. 2010)

There are many other benefits that elevate through cross curricular subjects, I will list a few below:
-         -  Involving more than one subject can be fun and more attractive for children to learn, which develops their skills in different areas.
-          - Children who find mathematics challenging can benefit through involving different subject and understanding through visual experiences.
-         -  If children can understand the foundations of the subject, then two subjects can be coordinated together.

Whilst carrying out research on numeracy across the curriculum I discovered the Kensington Community Primary Schools website that speaks on “Maths impacts on every subject and on our everyday life. Maths helps us in a variety of ways, and we have used these skills to support our learning in other subjects in school” (Kensington Community Primary School, n.d.). This shows that Numeracy is a skill that is needed for every individual, and how the maths skills children develop is implemented into other subjects. The primary school gives us an example of how teachers taught children in Year 2 science through mathematics, the class was involved in different activities which involved the role of friction, this involved numeracy and science skills and presented how both subjects works well together without any confusion. The children in this setting can present skills they have developed within this subject and enhance it in other subjects across the curriculum. Children were able to gain development and knowledge through science and math’s skill and use their thinking skills to figure our equations related to the science tasks.

Donaldson (2015) mentions that children and young people need support and opportunities in order to expand on their understanding of basic maths such as numbers and to build up and enhance their numeracy skills in different situations (Donaldson, 2015, p.40). Donaldson’s review emphasizes how it is important that numeracy should be a cross-curricular subject within the curriculum as it is used variously combines with other subjects. He also points out how numeracy skills are vital for the present life and later life as these skills are needed for further education as well as financial skills for everyday situations. It is important to understand that subject across the curriculum Is beneficial not only in school but outside of school.
Donaldson (2015) explains the four main purposes that will be part of the new curriculum, stating children and learners will be “ambitious, capable learners”, “enterprising, creative contributors”, “ethical, informed citizens”, “healthy, confident individuals” and “are ready to lead fulfilling lives as valued members of society” (Donaldson, 2015, p. 29-30).
Donaldson delivers examples relating to children and young people’s numeracy skills and how it is implemented within the four main purposes. The purposes should ‘guide all future decisions about national and local educational priorities and underpin all teaching and learning in Wales’ (Donaldson, 2014).

Donaldson states:
-          The ambitious, capable learner is setting themselves high standards and having knowledge and ability to apply it within numeracy, gaining a sense of achievement by problem-solving and able to carry out quick maths questions and puzzles.
-          Enterprising, creative contributors is individuals who can solve numerical and mathematical problems and work as teams and individually to be challenged.
-           Ethical, informed citizens is individuals who can analyze data and evaluate evidence in forming views. Respecting needs of others and showing commitment socially.
-          Healthy, confident individuals who are constantly gaining knowledge and understanding of how to balance life
The four purposes demonstrate the importance that numeracy will impact on individuals as numeracy offers a variety of opportunities including skills and experience later in life whether that will be further education in Mathematics. The four purposes also encourage pupils to be better learners through developing along the way.

“Problems. They are more prevalent than sand in the desert and salt in the sea. And, much like primary mathematics, they are labelled as negatives: we approach them with negativity and view them as a barrier. Given the opportunity to rub a magic lamp and be granted three wishes, many of us might wish for some form of problem to vanish. This is perfectly understandable because problems make life bumpy. Yet it is precisely this bumpiness that has yielded some of the most exceptional human beings and creations that have ever graced our planet.” (Tiley-Nunn, 2014, p.8) This quote suggests that problem solving isn’t as negative as it seems but instead is a journey of learning and improving. 

Here is a video of the clear explanation of education history and cross circular.

https://www.youtube.com/watch?v=YcacGpY4lyk

Reference
Donaldson, G. (2015) Successful Futures, Independent Review of Curriculum and Assessment Arrangements in Wales. OGL.

Kensington Community Primary School. (n.d.). Online at: http://www.kensingtonprimary.co.uk/english-3/ (Accessed 20/05/2019).

Learning Wales (2016) Online at: http://learning.gov.wales/resources/learningpacks/mep/numeracy/understanding-numeracy/thenational-numeracy-programme-and-the-Inf/?lang=en (Accessed: 08/05/2019).

Price, A. (2010) What are the Benefits for Teaching and Learning of Cross-curricular Work using Thinking Skills, Techniques and Language? Online at: http://www.curee.co.uk/files/RMHolyRosary/Resources/What_are_the_benefits_for_teaching_and_learning_of_cross_curricular_work.pdf (Accessed 08/05/2019).

Tiley-Nunn, N. and Beadle, P. (2014) Primary Maths: Anyone can feed skittles to sharks. London: Independent Thinking Press. 



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