Task 1 (a) Identify the essential numeracy skills and knowledge needed for a specific vocational context of your

choice.
The scheme of work used for this task is within the vocational context of hairdressing. Hairdressing students may think that numeracy skills are not needed in this context; however they will be dealing with everyday situations that require an understanding of basic maths and numeracy. There are important numeracy skills and knowledge needed in this profession. A hairdresser needs to be able to manage time on a daily basis for booking appointment, charging various sums of money for different treatment, mixing hair colouring chemicals, and using hot and cold settings: i.e.: understanding of time, handling money and temperature. When cutting hair, hairdressing students will need to have an understanding of angles in order to make sure that hairstyles are cut effectively. Also Knowledge of ratios and percentage are extremely important when mixing chemicals as insufficient care can compromise the safety of customers and become a Health and Safety issue.

Comment [YUN1]: Appropriate numeracy ski and knowledge identified

(B) Analyse an existing vocational scheme of work (or part of a scheme of work) in your chosen context to identify opportunities where numeracy skills could be embedded. Include the vocational scheme of work as an appendix.
The scheme of work used for this task is from Wirral Metropolitan College (please see appendices for actual scheme of work). For this context, only six weeks from the scheme of work were used to identify opportunities where numeracy skills could be embedded. In week one, students will be learning how to manage the reception and handle customer care, where the topic of managing clients appointments will be taught. It is possible to include common measures such as time where students will be able to read time using 12 hour and 24 hour clock, the digital and analogue clock, write dates using different methods (i.e.: 2/5/09, 2nd May 2009, 02/09/05, etc), calculate using time slot of 15min for every appointment taken according to treatment needed, calculate the date when a customer request an appointment in 6 weeks time which will lead to develop the language of time (i.e.: fortnight), understand that there are 60 seconds in a minute, 60 minutes in an hour, 30 minutes in half an hour, 15 min in quarter of an hour, 45 minutes in three quarter, etc. This topic will be also used in week five when talking about reporting incidents. In week two, students will be learning handling money and in this context the numeracy skills are very important as they need be able to handle money using cash and cheques, count and record money received in cash, cheque, or cards, calculate change. Rounding and approximating can be also used in this context to
Comment [YUN2]: ?

work out change when the customer provides what is called the odd pence (i.e.: the customer does not want too much change and would prefer a note), managing cash flow and balancing the till. Handling money can be widely develop in week six where students will be able to explore the vocabulary of pay (i.e.: gross pay, net pay, deduction, basic pay), add and subtract money when calculating accuracy of wages, read money in pounds and pence, use simple percentage to calculate commissions, incentives; use fractions and multiplication to calculate rates and hours worked when checking payslip. In week three, students will be learning how to style customers hair. In this topic, it will be important to include the knowledge of temperature when using hot styling equipment on customers. It will avoid incidents, burns and damage of customers hair. Students will need to learn that there are angles of 10 20 45 90 180 when cutting hairs; also, length measurement can be included in that topic so it can be done evenly; ratios and percentage can be used when mixing colours. Again time measurement can be used to help them understand how long the colour should be applied on the customers hair.
Comment [YUN3]: Ok some good ideas developed within this context.

(C) Describe possible numeracy teaching and learning activities which could be embedded into one of the lessons in the scheme. The teaching/learning activities must be contextualised and appropriate to a wide range of learner needs. Apply your knowledge of teaching and learning theories and of specialist pedagogy in justifying your choices.
After analysing the scheme of work, it has been proven that teaching common measures is an important part of this scheme of work. According to the Numeracy Core Curriculum, common measures should include topics such as money, time, length, temperature. In the chosen scheme of work, all numeracy topics common measures are highlighted and can be planned for each session. To ensure learning is effective a variety of strategies which involve VAK learning styles and discussion should be used. These strategies are supported by two major constructivists, Piaget and Vygotsky who explained that learning is an active process of gaining understanding in which learners use their prior knowledge and experience to shape embedded knowledge. Benn (1997) also argued that numeracy skills need to be important and useful for learners. As such, it should be linked to everyday life situations where learners will be able to emphasize, explore and cope with those skills on a daily basis. For example, in week one, I will be able to introduce the topic of time. I will explore with the Learners different ways of saying time so they will be able to compare the way time is spoken and written. In my experience as a teacher, I have seen students read the time as: it is eight forty am instead of saying it is twenty to nine. This is a different way of saying time which needs to be addressed so students will be able to record clients appointments effectively. To reinforce this numeracy teaching, I will use different learning

Comment [YUN4]: Good expanding vocabula will also mean exposing misconceptions, this will turn help learning become more meaningful

activities such as time matching cards in words and numbers and booking appointment role play. These activities will be accessible for all learners. In the topic of time, as a teacher, it is important to ensure that students can calculate and read time effectively using calendar, analogue clock and time slots because they will face many situations where these skills are used. This is crucial to avoid incidents, disruption, and complaints. In week five, the topic of time will be reinforced. In this lesson, I will encourage students to practise the addition of slot of 15 minutes using an analogue clock and practise more difficult period of time when serving customers (i.e.: colouring, foils, etc), fill the appointment book and timesheet activity according to the length of the treatment required. To avoid maximum mistakes, learners will be asked to use different colour according to clients requests. (i.e.: treatment: green colour, colouring: red colour, etc). For health and Safety reasons, further activities such as filling accident report and writing time and dates in different ways would need to be developed; so students will be able to write date in different order, read calendar effectively, and spot the difference between am and pm using analogue and digital clock. This will ensure that accidents are recorded effectively. Also time is a concept that students are using on a daily basis, it is important to ensure that the basics are known in order to assess their understanding and misconception. According to NCETM reports on misconception in Numeracy and Maths; identifying misconceptions in students is vital in order to ensure active learning. This should be assessed by effective questioning during a whole class input as a main teaching activity prior to activities which will lead the students to understand why their reasoning is a mistake or a misconception and create a better understanding of the topic and activities.
Comment [YUN6]: Yes good Comment [YUN5]: Lovely

(d) With reference to appropriate reading and research, explain how collaborative practice between vocational and numeracy specialist teachers can improve learning on a vocational programme and describe how you contribute/could contribute to developing collaborative practice in your organisation.
According to the Quality Improvement agency (2008), introducing numeracy within a vocational context could be motivating for learners as it will be taught within context. In the scheme of work that has been analysed, it has been shown that the numeracy skills are obvious and in important need to ensure effective training. If lifelong learning skills are placed within a vocational context, the collaboration between the numeracy and vocational teacher can be very rich and will help develop important skills for students and a better understanding of their future profession. In this context, it would be hairdressing. It is important to ensure that this collaboration takes place, because, the numeracy subjects could be exploited, developed or taught by the vocational teacher. However, if the collaboration is not taking place, the

vocational teacher might not be comfortable teaching numeracy or may have very poor knowledge to teach a numeracy subject such as ratios which is very important when using colouring and mixing colour. In some contexts, both teachers can work together in planning and delivering effective teaching and using accurate activities in order to develop knowledge. To ensure that collaborative practice is taking place, I will need to work in a team with the vocational teachers, discuss their learners progress, planning and sharing responsibility for the learners; and, plan lessons collaboratively which will help to build strategies to ensure learners progress and achievement on the course. Regular meetings can help in deciding what type of support to provide to vocational teachers so they can increase their understanding on how to embed numeracy within lesson; developing their own strategies and method whilst teaching. Furthermore, analysing the numeracy content of the scheme of work will help develop the language that can be used in hairdressing activities and help design activities and materials that would encourage numeracy skills. As a numeracy specialist, I will be able to show to vocational teachers how they can embed numeracy skills by analysing their scheme of work and how to approach topics by using VAK approaches to help learners understanding. It is important to increase understanding of numeracy through active collaboration as it will show how it can be relevant to the learners in the workplace and how it is essential for their future. Furthermore, learners will be able to understand the important of numeracy within their vocational orientation (i.e.: hairdressing, horticulture...) which can help in providing them better achievement, (i.e.: increase of success rate) and commitment to the course. Hence, as the numeracy and vocational teachers share an equal role through collaboration, numeracy teachers can become more involved with the work placements of students. An effective collaboration between the vocational and numeracy teams will enable the vocational teachers to engage with the planning and delivery of numeracy allowing them a sense of ownership regarding their own skills and enhance positive attitude to training such as professional development. It is not always possible for the numeracy teachers to teach the vocational students as it would create bigger classes, therefore more difficulties for the less able. Numeracy teachers cannot act as an assistant teacher within vocational lessons due to their own courses. This is why; establishing a collaborative relationship is very important as it can improve the vocational and numeracy teachers pedagogy by working together and give them a better understanding of the teaching process as a whole. Communication between the vocational and numeracy teams should run smoothly to help each other understand that their skills are not discussed in any way but that they are encouraged to develop them in order to become better teachers.

Comment [YUN7]: Yes , this could be detrimental, and prove to be a barrier to numerac development

Comment [YUN8]: Sound discussion with vali points raised around the benefits of collaboration

Task 2 With reference to relevant reading, analyse the effect of the origins and status of mathematics knowledge on numeracy curriculum development

Benn (1997) explained that for over 2000 years, mathematics has been seen as an incredible and infallible science of an objective truth. It is a rational, a general, and a predictable source of sciences and a powerful knowledge in the modern society. Abode (1996) argued that on a philosophical level mathematics plays an analytic role and a genuine enquiry regarding the paradigm of human knowledge with truths that are both necessary and certain from a Godly point of view. Mathematics as a whole challenges the foundations of modernism and the major change in the perception of the nature of the human condition. Lakatos (1976) argued that the certainty of mathematics needs to be criticized because its quest will lead to an infinite circle in order to prove that any mathematical system depends on a set of assumptions, and trying to establish their certainty by proving them; lead to an infinite regression. Furthermore, Benn (1997) defends that researching the certainty of mathematic reflects God-like power of innate, transcendent human reason. Therefore, if mathematics is a body of absolute truth, then it is independent hence neutral. It has been shown according to Ernest (2004) that they are different ways of teaching mathematics such as absolutism where the teacher only transmits knowledge and learners are passive recipients of knowledge, doing routine mathematical tasks. This is the experience that will lead students to become maths-anxious. In contrast, faillibilism provides a view of mathematics as socially constructed, developing over time, where invention takes the place of discovery and concepts and procedures have value within social and cultural contexts. If we look at this context carefully, we could see that this is often used when teaching numeracy. For that reason, mathematics as a whole needs to be taught in an understandable context to students, it needs to be argued and proven such as 2+2 = 4 so it becomes rational on an algebraic point of view. However, on a geometric point of view, it is still difficult to understand and need to be much more developed. Experience has proven that between mathematics and students, it is a love and hate relationship because many will remember their bad experiences, their difficulty to understand and apply formulas and the teacher behaviour towards them. The knowledge of mathematics needs to be developed so it can be taught effectively otherwise it stays abstract, removed from reality and could not be linked to students experiences in real life context. This is when numeracy comes into context because it is the interpretation of mathematics language, its simplicity, its basic knowledge and skills that are required amongst adults learners. Numeracy has become a new voice within the National Curriculum because it enables the emancipation and growth of learners.
Comment [YUN10]: Ok good

Comment [YUN9]: Evidence of wider reading and research

We need to remember that Britain has a wide variety of immigrant communities, and the diversity and cultural differences have come to manifest themselves more strongly in education.

Creating opportunities to develop a curriculum and skills that will be available for all such as numeracy was important and widely requested as it was the remedy to provide adults learners a new experience, help and understanding of their difficulty as a whole and create motivation by enabling inclusion within the society. Because of the complexity of mathematics as a whole, it can not be integrated into daily life situations; it is an inaccessible context for students and often taught in a passive learning strategy. However, numeracy can be linked and integrated to everyday life situations. It often creates a better understanding of surrounding especially for non British communities, awareness and independence. This is why, the role of the teacher is important because it becomes a facilitator as the learning process becomes active because the learners participate effectively to their education process sharing their knowledge and experience. It will lead to the assessment of students misconception in mathematics and create a new comfortable and available path in dealing with mathematics as a whole because it will create a new confidence in students helping them realising that their statements such as I was never good at maths is not accurate. Numeracy helps develop a better understanding and capacity in mathematics to such levels that some students who used to think that mathematics were not their strong point will develop further qualifications such as GCSE, Foundation or degrees.

Comment [YUN11]: Ambitious. This task is ve well written, your arguments are coherent and articulate, excellent

REFERENCES: Books:
Benn, R (1997) Adults count too: Mathematics for empowerment. England: The National Institute of Adult Continuing Education Coben, D; Fitzsimons, G.E; ODonoghue, J (2010) Perspectives on Adult Learning Mathematics. The Netherlands: Kluwer Academic Publishers Clawson, C.G (1991) Conquering Maths Phobia: A painless primer. New York: John Wiley and Sons Inc Ernest, P (2004) Postmodernism and Social Research in Mathematics Education. New York: Information Age Publishing Inc Fitzsimons, G.E (2002): What counts as Mathematics?: Technologies of Power in Adult and Vocational Education. The Netherlands: Kluwer Academic Publishers Lakatos, I (1976) Proofs and refutations: The logic of Mathematical Discovery. Cambridge: Cambridge University Press

Leder, G.C, Pehkonen, E & Torner G (2002) Beliefs: A Hidden Variable in Mathematics Education? Germany: Kluwer Academic Publishers Kolb, D.A (1984) T he Experential Learning Theory. Boston: McBer and Co Orton, A (1999) Pattern in the teaching and Learning of Mathematics. London: the British Library Paulos, J.A (2001) In Numeracy: Mathematical illiteracy and its consequences. New York: Hill and Wang Swan, M (2006) Collaborative Learning in Mathematics: A challenge to our beliefs and practices. London: National Research and Development Centre for Adult Literacy and Numeracy Westwood, P (2008) What teachers need to know about numeracy. Australia: Acer Press

Websites:
Adult Numeracy Core Curriculum. Available at: http://www.counton.org/resources/adultcc/pdfs/resource_130.pdf (assessed: 29th February 2012)

Reflections on Teaching a Mathematics Education Course Report. Available at http://etd.lsu.edu/docs/available/etd-04032006-154756/unrestricted/Smitherman_dis.pdf (assessed on 1st March 2012)

Dunn A (2010) Evaluating math recovery assessing the causal impact of math recovery on students achievement. Available at : http://www.eric.ed.gov/PDFS/ED514486.pdf (assessed on the 5th March 2012)

Swain, J (2005) What is good practice in adult numeracy teaching? in Reflect, Issue 2. Available at http://www.nrdc.org.uk/content.asp?CategoryID=592&ArticleID=487 . Assessed 28th April 2012

Task 3

(a) Identify three organisations and /or publications that you use to keep up to date with developments in numeracy. Explain why you selected these organisations/publications.

Title/website

Author( s)
Parsons S and Bynner J

Publisher & date

NRDC (2005)

Project aims
Aim of this project was to

Brief summary of results

From that report it has been proven that both skills numeracy and literacy are very important in order to provide freedom to both men and women. The report shows that those lacking both skills or one over the other were often unemployed, suffer depression and could not manage basic skills such as paying bills, rent or write a cv.

Explain why you selected this organisation/publication

To have a better understanding about how, why, and in which circumstances skills for life were created. And to understand the consequences for learners who do not have these skills.

Does Numeracy matter more?

evaluate if the literacy skills were more important than numeracy skills or if numeracy skills were more important than literacy skills

Numeracy for employability: some views from the field expert seminar report

North East section of NCETM (no information of authors of report)

NCTEM (2007)

Aim of this project was to assess how to implement new ways of creating interesting teaching in order to develop the numeracy and literacy of the population in the United Kingdom

The report implies that 95% of adult by 2020 should have literacy and numeracy skills and that more than 90% should have level 2 qualifications. It was also shown that the level of numeracy qualification and knowledge of the teacher was very important in order to contribute to learners progress.

To assess how I can apply creative ways of teaching numeracy to my learners. It is explained that non specialist and specialist teachers should work together to encourage numeracy skills as a whole and teachers with lacking skills should find ways within or outside their organisation for extra training. This report highlights what the government plans to do so the numeracy skills can be strengthened as a whole but on the other hand learning should not rely only on teachers. Infrastructure such as child care, disability, financial and pastoral care should be reinforced in order to help learners commitment.

Innovative Practice in Numeracy Learning

Southwood S, Dixon L

NIACE (2011)

The aim of this study was to find out and show: The profile of learners, How to create new ways to implement creative learning How to develop numeracy skills The results of every case where creative ways of teaching numeracy were implemented

The report confirmed that a new learning strategy and approach should be taught in numeracy. It explains that numeracy learning process could be embedded via a vocational context, contextualised using every day life experience and blended using different scenarios such as in class learning and long distance learning. Through this report, it is shown that if numeracy is implemented effectively, it will create motivation and enthusiasm towards the skills and encourage active learning thus erase fear of I have used this research in order to know and understand what the best methods when teaching numeracy are. This has helps me develop what is called contextualised methods which is linking numeracy to every day life situation to ensure effective learning.

maths from the learners point of view.

Good

(b) Critically evaluate one published research project in the field of numeracy, with particular reference to how the research findings relate to your own practice as a numeracy teacher.
The report that I am critically evaluating is called Innovative Practice in Numeracy where it is explained that different approaches in working with adults who are learning numeracy should be developed. Three learning approaches have been judged to be the best after small case studies. There are: Embedded where the numeracy skills are taught as part of a vocational subject, Contextualisation where numeracy is the primary learning goal but the teaching methods are linked to every day life situations, and the Blended learning where mixing different learning environments will create learners independence. (See Report in appendix) In the first context where the numeracy skills are embedded within a vocational subject, the report has shown (see appendix) that through collaboration between the vocational and numeracy teams, it is possible to develop best practice by making numeracy relevant when linked to everyday life situations within the vocational course (i.e.: nursing, hairdressing) because it engages learners interest. Furthermore, training has been provided to ensure the development of vocational teachers numeracy skills. I do agree that the embedded approach is really important because it will avoid students enrolling in two different courses such as hairdressing and numeracy. However, when numeracy is embedded within the vocational subject, it gives students the chances to develop their numeracy skills. However, I did not have the opportunity to explore this method with my students. Skills for life (2005) states that embedded numeracy should be developed within the teaching and learning activities inside the vocational subject which will provide students with the confidence, competence and motivation necessary for them to succeed in qualification in life and at work. Furthermore, Leitch (2006) explained that embedded numeracy will develop responsive and flexible skills essential for employers which on the other hand will increase learners commitment. On the other hand, the report states that contextualisation is an important process when teaching numeracy as it refers to every day life situations. This statement is absolutely true and I completely agree because whilst I was teaching, I have to use real situations with VAK learning styles and discussion. It relates to students; create a meaningful approach of numeracy and a better environment within the learning process. I was able to find out that learners are able to absorb better in those conditions. I have used such methods when teaching length, weight, capacity and temperature. To settle a better example, I will use the topic of weight; where I have asked students to estimate the weight of some items, then found out the real weight and explain why the weight of the items was different on their labelled

packaged. This lesson was transformed into an investigation where students were able to share their knowledge, relate to their own experiences and discuss their findings with each other. Furthermore, when teaching handling data: Collect information, I have asked the students to investigate the shoe size of approximately 20 people. This survey has made the lesson very interesting as every student had different data and we were able to find out that the survey was bias because most of the answers were from female students or staff members; which also show that the female population in the college as a whole was more important. Benn (1997) acknowledged that the contextualisation concept will create learners commitment given them the experience of success and confidence in numeracy to achieve their own personal goals. Furthermore, Benn (1997) said that contextualisation is: being sensible by integrating real life situations and enabling learning because the learners become active to the process by referencing to their own experience and the teacher becomes then a facilitator. To conclude, the report states that blended learning will create learners independence. The blended method include e-learning via internet access, online tutoring and lessons where the students will be able to learn independently alone and online using a designed learning system to encourage them to take more responsibility with their course, progress and develop greater autonomy. I cannot agree with this method because whilst teaching I have seen students lack of commitment or use many any exterior reasons not to come to college. Even, when students were told that if they did not attend college more than three weeks, they will not be registered anymore, it did not stop the absentismthem not to come. Many of the students were registered into the course because of jobseeker allowance or housing benefits. It was not a personal decision to enrol to the course. This is why, they did not show commitment. But what will happen if they have to learn alone? Would they be able to succeed? Furthermore, it all depends of the learning preference of each student; this option cannot be used for all students. I believe that this method should be encouraged only after open day session, on a face-to-face basis assessment where the students will be able to understand the pros and cons of this method; and use interactive online resources to see if they are comfortable with this learning process. In the report (see appendix), it is states that students continue to be maths anxious even after joining a numeracy class, what will happened if they have to face their anxiety by themselves when experiencing elearning? In conclusion, I would say that the best methods to use when teaching numeracy will be The Embedded Method and The Contextualisation Method. Embedded numeracy will create communication across department, helps staff see the relevance of numeracy within vocational subjects and encourage team teaching. Also in some institutions, it might still be a challenge but it could be used within fun events.

Contextualisation will help link numeracy to learners interests; challenge them when bringing their own experiences as they will be able to analyse their own misconceptions. Furthermore, it is exploratory, experimental and fun. On the other hand, teachers will need to ensure face-to-face interactions for those students who have chosen the e-learning process in order to assess that they have acquired a good understanding of numeracy. It is very important to develop different approaches in learning numeracy for students because of their learning preferences. Ensuring effective learning in numeracy will help students inclusion within the society and develop their job prospects. According to NDRC (2005), it is proven that adults with strong numeracy skills have better health, independence and more employments prospects. Numeracy is a path to improve living conditions, higher qualification and training opportunities. Westwood (2008) explained that being numerate or having strong numeracy abilities is the best way to cope successfully with the quantitative aspects of everyday life. Numeracy is a way to empower yourself as a person and has been created mainly because of the diversity of Britain population and the poor numeracy knowledge. Overall, this report explained that learning numeracy needs to be enjoyable for students; and, teachers should have good subject knowledge as a whole or develop their numeracy skills (i.e.: vocational teachers).

Comment [YUN12]: Michelle this was very w written and articulate with a healthy dose of critic evaluation, well done

Task 4

(a) Compare the wide range of ways of defining or representing different concepts in numeracy. With reference to appropriate reading and learning theory, explain why the use of different representations might be helpful to learners.
There are many learning theories but only some are relevant when we want to explain why different representations of one concept will facilitate and create concrete learning. Using adequate learning theories will lead to one common perspective to create an easier concept when exploring numeracy.
Comment [YUN13]: ? what do you mean?

Dunn (2002) explained that the Cognitive-Gestalt theory highlight the importance of creating an experience, a meaning, and an understanding to problem solving. On the other hand, he said that the humanist approach in

teaching has helped develop the facilitation theory where the teacher is no longer the main holder of knowledge but where the learner is able to bring its own learning insight highlighting misconceptions. Kolb (1984) has argued that students learn in different ways so it is important to develop a continuous learning process to avoid recurrent mistakes by providing students with a reflectional experience of a concept, also called experiential learning. Whilst teaching, the facilitator and the experiential approaches were exploited many times because it has helped learners to associate numeracy to their every day life. These methods were used when teaching common measures such as length, weight, capacity and temperatures and handling data. However, they are still struggling with the concept of fractions (will be detailed below) which is linked to many other concepts in numeracy. I have found out that this concept is difficult for students as a whole. Swain (2005) explained that understanding what makes numeracy teaching meaningful to learners is the key point because it will interpret pure and abstract concept in geometry and algebra which can be very real in terms of the interests it will generate to learners. NCTM (2004) went further by suggesting that using the facilitator theory when teaching numeracy will allow students to create and use representations to organise, record and communicate ideas in a numeracy and mathematical context. Furthermore, NCTM (2004) has argued that representations are necessary for students understanding of concepts in numeracy as it would allow them to be aware of connections amongst numeracy related concept to their every day life situations. Hence facilitating learning of numeracy (basic mathematics) and develop learners ability to discuss their numeracy understanding with others.

For the purpose of this assignment, I have chosen the concept of counting in fractions as one concept in numeracy because it has been used via other concepts such as time and money where students have encountered great difficulty. I need to explain to students that a fraction is a part of a whole

a) Division:

When using the concept of fractions, to allow better understanding, I can use one piece of paper which will be identified as a whole so the fraction will be 1/1 or we call it a whole.

Here we have a whole piece of paper for this purpose A4.

Then this piece of paper will be folded into two equal parts. So the fraction is then . If we put the two half together, we obtain again a whole. Half become a part of a whole.

Here we now have

Then this piece of paper will be fold into four equal parts. So one piece equal , two pieces equals 2/4, three pieces equal and four pieces equal 4/4 or 1 because it becomes a whole again if we put the four pieces together.

This representation has help students understand that fraction is a part of whole however they still encounter difficulty in other concept when the need of applying the fraction concept was needed.

b) Sharing The concept of sharing food can be used to help students understand fractions.

I have used the concept of sharing a pizza into 8 equals in order to make them understand that something can be dividing into many parts, in this context one slide will be 1/8 as it is dividing into 8 equals parts

This one is divided into 6 equal parts. One slice will be 1/6 This representation of fractions can help students understand fractions as a whole.

c) Shading

This line is divided into ten equal parts so in this context it is possible to explain to students that because four parts are shaded then the fraction will 4/10 and so on. Fractions can be used within the concept of time and represent via a clock face

Here the identified fraction is which equals to 15 minutes

This is which equals to 30 minutes

This is which equals to 45 minutes

This is 4/4 or 1/1 which equals to 1 or 60 minutes in this context

Fractions can be also used when talking about money

20 pence equal 1/5 of a pound

The fractions wall can be also used to help students understand that fractions are a part of a whole broke into smaller pieces. The fractions wall:

By using those representations when explaining the concept of fractions, it helps learners understanding. It is also very important for teachers to plan numeracy lessons from the students points of view and using experiential teaching strategy in order to include all students whatever their ability. Ainsworth et al (2002) explained that successful translation of concept into representations is a key to concrete learning which will help develop learners reasoning allowing a thorough planning as the learning process will be available to all students.

Comment [YUN14]: Michelle you have compared well the wide ranges of ways of representing concepts in numeracy you discussion on the benefits of doing this were well researched and informed, excellent .

b)

Give a brief account of the way data has been used in a recent real-life situation. Analyse

and explain how it has been gathered, interpreted, represented or misrepresented. Note: you do not have to gather data yourself for this task.

Use of Data in a recent real-life Situation Title of example and location of source, please make sure you put a copy of
All sources are from the Guardian newspaper but were collected online http://www.guardian.co.uk/news/datablog/2011/dec/09/data-journalism-readingriots#zoomed-picture: Assessed on the 1st April 2012 (see appendix) http://www.guardian.co.uk/news/datablog/interactive/2011/aug/16/riots-povertymap:

the source in appendices (use Harvard referencing)

Assessed on the 1st April 2012 http://www.guardian.co.uk/news/datablog/2011/aug/16/riots-poverty-map-suspects: Assessed on the 1st April 2012 http://www.guardian.co.uk/uk/2012/apr/05/millionaires-daughter-guilty-riot-charge?INTCMP=SRC H Assessed on the 1st April 2012 In this context, we are analysing the data that has been collected from the riots. We

Describe what the topic is about

will only look at the poverty part of the data in order to focus on the accuracy of the representation. We will discuss the percentage of poverty as a whole which lead to the riots. It was mainly expressed that the riots were linked to poverty not just only Mr. Duncan who was executed by police for refusing to comply with instructions. The data collected is a chart representing % of poverty and maps represented poverty and its location as a whole.

Analyse and explain how the data was gathered

According to www.guardian.co.uk, (assessed on the 1st April 2012), a questionnaire was created in order to collect response from rioters and from the information the Guardian has collected. However, this questionnaire is nowhere to be found so I have sent an email to the Guardian Newspaper. The Guardian has used news, police report, magistrates court registers, interviews with 270 people involved in the riots, tweeter in order to collect the data. In the bar chart data, rioters explained that the riots cause is mainly because of poverty whereas the Guardian thinks that the cause of the riots is linked to criminality, moral decline, poor parenting and gang. A map has also been used to represent poverty within the UK population. The Guardian has explained that data were researched, analysed, and represented with numbers linked to all the cities where this out of control event happened. If we look at those representations of data, we can understand that all cities where the riots event happened have been taken into consideration in order to represent an accurate data.

Analyse and explain how the data was

The data collected from the Guardians point of view and the rioters were represented in a chart. The responses from the Guardian are identified in a blue color. Collections of information were from the police and the tribunal therefore considered as being more accurate than rioters voice indentified in a red color.

interpreted

Also the Guardian decided to create a map because of the strong response of rioters regarding poverty. This map is used to locate the address, area where poverty occurs as a whole and tried to highlight the motive of rioters.

Analyse and explain how the data was represented or misinterpreted mislead

After analysing the poverty representations and receiving a mail from the Guardian (see appendix for mail from Guardian Newspaper), It was shown as a whole that the information are misleading for the following reasons: The Guardian states that they have interviewed 270 people so how the poverty results can be accurate when the population of Manchester is estimated to be 507309 millions. The police reports and magistrates report cannot state that a rioter is coming from poor area The bar chart does not really highlight that the high percentage of poverty includes the data of all the towns were the riots happened. It is explained that the poverty map is linked to the bar chart. However, when analysing it thoroughly, it shows that the map only represents the town of Manchester misleading the readers into thinking that there is a great concentration of poverty in the UK as a whole. On the other hand, rioters and media altogether have blamed poverty. However, this information is clearly misinterpreted and misleading following information found of who participate to the riots. It is highlighted that people who are coming from a wealthy family, the number identified is about 25, participate to the riots. (see appendix for example) Those numbers are not included in the riots data representation. If the riots were only about poverty, why wealthy individual did participate? Was it in reality an act of greed or an opportunity blamed on other facts in order to reveal a far greater problem within the UK maybe like a revolution because no one agrees with the government decisions as a whole?

Summarise the nature of argument and proof in mathematics, including the language of

proof, its origins in geometry and the role in algebra in generalising.

Davis (1995) stated that mathematics is a science of space in its simpler form represented via geometric context. It helps define all aspects of space that have a strong aesthetic appeal or a surprise element such as: In any parallelogram whatsoever, the diagonals bisect one another.

However, Euclid through his researches has demonstrated that geometry is a presentation of a deductive science with an elementary of ideas that can be proven using definite set of rules of mathematical ideas and a logical manipulation creating deductions by increasing its complexity. (Euclid 300BC) Furthermore, Garnier (1996) stated that mathematics is defined by proofs which are an explanation and communication of ideas discussing arguments and proving the validity of a statement. However, Hardy (1929), an English mathematician has said that there are no mathematical proofs; it is only a psychological way to flourish, develop and stimulate students reasoning and their imagination.

Comment [YUN15]: Interesting point of view

As a whole, proof is needed in any system in mathematics because it is the pillar of mathematics; the source of the Euclidean geometry, and an elaborate scaffolding of built mathematical theorems which is crucial because it gives a logical argument that statement y or x is either true or false. (Peterson 1988) In conclusion, mathematics is a system that is based on proof. If there is no proof, there is no mathematics. Proofs can be used within the context of abstraction, formalization, axiomatization or deduction in order to valid arguments, increase understanding and mathematical power: A Direct proof is a logical argument that establishes that a statement is true. A proof by Induction is used to prove that many statements involves integers A proof by Contradiction is to prove that a statement is true assuming beforehand that it is false

The Euclidean geometry is known as a formalized deductive system wherein hypothesis leads to conclusion which is also called the process of proof Proof by deduction can be as follow: All men are human Euclid is a man Therefore Euclid is human Euclid is a reference to geometry nowadays because of his rigorous proofs showing mathematics self-evident truth. His knowledge in geometry is identified as being certain, objective and eternal. He has used his knowledge to demonstrate that the Pythagorean Theorem was true. As we know, a theorem is a true mathematical statement but has to be proved. Furthermore, the nature of proof has helped to develop further statements such as the associative, communicative and distributive laws in algebra also called an axiom which is a statement stipulated to be true for the purpose of constructing a theory. Proof has allowed geometry and algebra to be linked via theorems which are statement or formula that can be deduced from the axiom and previous accepted results of a formal system; therefore they can not be separate. (Hanna 1983).

Comment [YUN16]: A strong task which summarises and discusses the nature and argume of proof, it was a pleasure to read.

Appendix: Task 1b: Scheme of work

Scheme of Work Tutor (s): Institution(s): Learning Community (s): Aims Wirral Metropolitan College Heather Wilkins

Diploma Line: Hair and Beauty Studies. Intermediate Level Year of Course: 1 Length (weeks): 6 weeks

To deliver the underpinning knowledge required to support the development and assessment of Unit 2.7Salon Business Systems and Processes Within Hair and Beauty. Unit 2.6 Promoting and Selling Hair and Beauty Products and Services by Professional Recommendation.

Methodologies

The teaching sessions will include: Teacher delivery, student, teacher discussion. Questions and answer sessions with tutor support. Fact finding exercises, working in groups and sharing knowledge with other students. Tutor observations and feedback The teaching sessions will include: Teacher delivery, student, teacher discussion. Questions and answer sessions with tutor support.

Group profile

See group profile sheet Awarding Body Qualification Code

Principal Learning Functional English Functional Maths Functional ICT Project

Original Scheme of Work created by: Heather Wilkins by: Heather Wilkins

Last update: October 2009

Week No.

2009/10 Date / Week comm.

Session Plan number

Location

L O

Topic details / learning activities

Essential Skills (incl. Functional Skills & PLTS)

Resources required

Assessment

12.10.09

1st Progress Review

Handling customer reception: Meeting and greeting Manage clients appointment manually and electronically

EP RL CT SM

ICT: Excel Appointment book

Filled in Appointment book/record cards

19.10.09

Handling money: cash, credit card, debit card, cheques Manage cash box.

Money, credit/debit card, cheque templates Access to hair and beauty reception to observe the computerised booking system

cash drawer cash box

26.10.09

Client styling: Use of rollers and pin-curls Heated rollers, tongs and strengtheners Alternative setting methods, twisting and plaiting Wrapping Cutting hair: Section and cutting angles

EP IE RL

Hair dryer Strengtheners Tongs Heated rollers Scissors model

02.11.09

Colouring: Colour chart

RL EP TW CT

Colour sample Measurement tools

Doll hair to practise colouring

Measuring liquids Measuring colour from tubes Hydrogen, peroxide strengths Diluting hydrogen peroxide 5 09.11.09 Working Safely in a salon: Fire action A risky business Hygiene Reporting accidents 6 16.11.09 Giving a good impression: Job responsibilities Communicating in a salon Checking your wage slip Target, incentive, commissions Appraisal TW EP CT SM Simulation Work Ethic chart and report Payslip template RL EP CT SM Case study Simulation Simulation Report accident Safeguarding: hygiene Evacuation Simulation Checking wage slip Understand commissions

Appendix: Task 3b: Report From the National Institute of Adult Continuing Education (NIACE)

Innovative Practice in Numeracy Learning: This document was transformed from a PDF
document to a word document. Sue Southwood and Linda Dixon May 2011 Working for more and different adult learners NIACE (The National Institute of Adult Continuing Education, England and Wales). A company limited by guarantee registered no. 2603322 and registered charity no. 1002775, Registered address: 21 De Montfort Street, Leicester, LE1 7GE, UK

Adults with strong numeracy skills have better health, stronger and more varied employment prospects, higher earnings, easier access to training opportunities and to higher level qualifications and better access to good housing. Carpentieri, JD and Litster, J. NRDC 20091

Contents 1: Introduction 2: Case studies 3: Overcoming the fear factor 4: Challenges for numeracy learning 5: Success factors in numeracy learning

6: Conclusion 101 Introduction

Research shows that being numerate and understanding when and where to use maths is a vital part of being able to function as citizens, parents, employers or employees and entrepreneurs. Numeracy Counts, NIACEs national inquiry into adult numeracy learning recommends more, better and different provision that builds on what adults already know and what they want to learn and, as part of the drive to increase the number of adults who are supported to achieve the functional level in numeracy, the Skills Funding Agency allocated an additional 5millon in 2010/11 between its top 20 numeracy providers to deliver innovative numeracy courses. This booklet outlines some of these approaches and we hope it will be useful to anyone interested in, or working in adult numeracy learning. The text includes the following methods of teaching: Embedded: Numeracy skills are taught as part of a vocational subject, where the vocational learning is the primary goal and the numeracy skills are relevant to the requirements of the vocation, for example, measurement in carpentry. Contextualisation: Numeracy is the primary learning goal but the teaching methods are set in relevant and familiar contexts for the learners. Blended learning: This refers to a mixing of different learning environments and involves a mix of traditional classroom learning and independent on line learning. The learner will learn from home on line, with the support of a tutor or assessor and go into college to study as well, providing a more effective and flexible way of teaching/learning. 2 Case Studies Signposting learners from other subjects to numeracy Leicester College is one of the largest further education colleges in the country. Many of the teachers who deliver numeracy also have a vocational specialism.

Aim: To target existing college learners through focussing on staff with the greatest opportunity to signpost learners into numeracy classes. 3. What has happened so far? ESOL learners have maths as part of their learning programme and numeracy outcomes are included in ESOL learners Individual Learning Plans. Two 0.5 tutors have been appointed with responsibility for ESOL and numeracy, they have set up a numeracy forum for teachers to share practice. Several ESOL tutors have enrolled on the L3 numeracy bridging course and bespoke in-house training has been developed for all numeracy tutors. The college has also targeted literacy tutors by providing training using the NIACE, Putting Two and 2 Together materials. ESOL tutors have also had the opportunity to attend a free numeracy energiser training course, part of the NIACE/NCETM and union learn maths initiative to encourage maths messengers. The booklet and additional resources provide examples of numeracy learners experiences and successes through short case studies and short, reading for pleasure texts that encourage first discussion about the relevance of and part played by numeracy in everyday experiences. Numeracy learning has been embedded into health, motor vehicle maintenance and music. The numeracy team has worked with young learners not in employment, using a range of strategies for delivery: blended learning to fit in with learners busy schedules, group work or one to one work and distance learning. The success of this work has very much depended on the informal approach taken by the teachers and embedding numeracy in a subject that engages and interests young people. The training was offered to frontline workers, intermediaries and teachers who were not already teaching numeracy. The training has been cascaded through the ESOL team. The team delivered an intensive Skills for Life and Employability course for adults aged 24 years and over, in partnership with Working Links. This model was 30 hours per week for 4 weeks. The success rates have been good with some learners continuing at college when the course finished. What next?

learners. college Moodle facility is under development in order to share practice across all tutors and learners engaged in numeracy.

www.niace.org.uk/RfP-order-form Free Reading for Pleasure resources. www.maths4us.org.uk Maths initiative NIACE, unionlearn and NCETM. Free downloads. Embedding numeracy in other subjects

Barnfield College has some 18,000 students and is the largest college in Bedfordshire with three campuses. Aim: To embed numeracy into community programmes through developing bespoke courses delivered and timed according to learners needs. Whats happened so far? Numeracy has been embedded into sewing courses at local venues giving women the chance to make patterns, and traditional clothing such as a Shalwar. The sewing tutor worked alongside a numeracy specialist to identify the numeracy content and language used in the sewing activities and come up with activities and materials that would encourage and develop numeracy skills and numeracy terminology. Numeracy has been embedded into courses for a local construction company for their delivery drivers and carpenters to improve their skills. The college construction tutors worked with the numeracy specialists and language focussed on measurement, space, averages, weights and cost. The sessions were delivered in the workplace and at 7.30 am to fit in with early starts for the lorry drivers.

Similar courses were developed for care workers that included such things as using hoists for lifting residents, measuring medication and writing up reports including dates, times and other statistics. Also, for a group of teaching assistants who were mainly parents and volunteers where the Head of the primary school had identified a need for them to improve their numeracy skills in order to progress and work towards a Teaching Assistant qualification. What next? alifications, ESOL learning or numeracy learning. Numeracy as a social practice

Derby College is one of the largest FE colleges in England and has an annual enrolment of approximately 30,000 students. Aim: To deliver relevant learning experiences at the heart of the local community and develop confidence for learners who are unemployed to go into the college. Whats happened so far? The Skills for Life teacher training team has worked in collaboration with East Midlands Centre of Excellence in Teacher Training to develop a blended/distance learning model for the Level 5 numeracy to allow a greater emphasis on reflection and learner autonomy. The numeracy team has developed a Practice Improvement Model to support numeracy teachers with their planning. The aim of this is to improve the quality of CPD sessions and foster a more creative learning environment. This has been cascaded to other staff through CPD sessions and to trainees on SFL teaching courses. What next?

make numeracy meaningful. Learners will be referred to the college or an Adult Education Centre. ills including visits to the college and guest speakers in order to familiarise learners with the college and break down any misconceptions about numeracy.

hope is that large employers, for example, will take responsibility for training their own numeracy teachers under the auspices of Derby Colleges subject specialists.

Testing out new methods of numeracy delivery Lewisham College is a large vocational college based on two sites. It has 13,600 students and 60 out of 120 tutors are involved in delivering numeracy. Aim: To engage staff across the college in the use of e-learning to deliver on-line vocational learning. What has happened so far? Six pilot projects have run across the college developing a range of innovative, blended learning curriculum models to improve the learning experience of the 8,000 students in workplace settings who were not in the college building.

The projects included different methods of delivery through e-learning including remote delivery with on-line tutoring and lessons; the transformation of a learning centre into a Functional Skills centre for students to drop in for 1:1 support and exam practice and self study of numeracy. The college is filming exemplary lessons to be stored for access on line and synchronous delivery. What next?

Involving a wide range of staff in numeracy learning Cornwall Adult Education Service is a major provider of learning opportunities for adults across Cornwall. Aim: To engage non-numeracy learners through developing a range of new courses designed to raise enthusiasm and interest. Whats happened so far? Courses have been developed to include combined Numeracy and ICT and combined Numeracy and ESOL. A range of Roadshows has been developed including; Maths for the Terrified, History of Number, Brain Training, Help the kids with Maths, various NOCN units and a short course without a qualification.Community outreach tutors deliver a wide range of courses, a third of which are numeracy based, to community groups and in smaller local venues where the needs arise. Delivery is focussed on National Test outcomes but contextualised to meet the individual needs of learners and therefore can cover topics such as household budgeting, personal finance, maths in school etc. The Family Learning team also delivers numeracy based work with parents/carers in schools, childrens centres Opportunities for staff have been promoted to update their numeracy qualifications through the following courses: Update your Maths Staff Training Tutor Road shows Skills for Life Awareness training

The college has promoted and signposted numeracy within Family Learning provision and community learning and organised sessions to raise awareness and an appetite for numeracy learning among staff from CAB, sports associations, Housing Associations and Credit Unions. What next?

taught.

Developing online solutions Learndirect provides online courses so that learners can log on and learn wherever suits them best, be it at home, at work. Aim: To offer a further 5,830 achievements through existing delivery models with a new opportunity for learners to learn entirely online, supported by qualified staff online and over the phone. Whats happened so far? Skills for Life learners at Level 1 and Level 2 have had the option to register and enrol directly with learndirect via the internet. Each learner is able to learn entirely online, wherever they have access to the internet, using a learning support system designed to encourage the learner to take more responsibility for their progress and help them to develop greater autonomy. The system routes all web enquiries through a series of learner-friendly profiling tools which screen them for Skills for Life needs and funding eligibility. If an online learning model is appropriate for the learner, the system will guide them through initial and diagnostic assessment before an online tutor takes over to interpret the diagnostic results and construct an appropriate programme of learning for them. Once enrolled, support is provided over the phone, by email. A pilot of the online learning model which provides learning and support direct to the customer over the web using social media communication services such as Facebook. What next?

learners leave with the broad range of skills they need for the modern workplace in addition to their new numeracy skills. Overcoming fear factor

Research from the National Research and Development Centre (NRDC 2008) tells us that it is not complacency that prevents adults from joining numeracy classes, but fear. Evidence from Numeracy Teachers suggests that adult learners often continue to be anxious about numeracy even after joining a class. The ideas below were suggested by a group of numeracy practitioners attending a seminar on innovative numeracy learning held at NIACE in March 2011. Before joining a course Link numeracy courses with IT and other subjects. Offer taster sessions, open days or short courses in the community where people feel at ease, perhaps in voluntary groups, family centres or libraries. Make them fun and relaxed where learners can come in and play maths games and use interactive online resources. Offer practical courses that are seen as relevant such as managing money or supporting children with homework. Use successful students as ambassadors and promote case studies of people who have become successful after numeracy courses, through websites. Get learners to recommend numeracy learning to their friends and family, hold Bring-a-friend days. on websites etc. Make it topical by linking to a variety of events. Use celebrities for particular campaigns for instance, cooking with Jamie Oliver. Encourage discussions about numeracy learning with learners on other courses. Introduce numeracy to literacy learners through using Putting 2 and two Togetheror Alvin Halls Quick Read

During numeracy classes Create a climate where learners feel their contributions will always be valid and there is lots of talk about strategies. Encourage discussions about answers and how they are arrived at. Share previous experiences of maths learning as part of a group discussion. Make opportunities for asking discreet questions on slips of paper. Include lots of fun activities such as guess the weight, discuss your lucky numbers or bingo.

http://shop.niace.org.uk/rfp-two-together.html and free lesson plan available from www.maths4us.org Free lesson plan available from www.maths4us.org

Challenges for numeracy learning Outlined below are some of the challenges for numeracy teaching taken from our interviews and activities with a group of numeracy practitioners. For learners A challenge for many adult learners is overcoming negative attitudes towards numeracy particularly if they have bad memories of learning maths at school. Learners may also have difficulty seeing the relevance of some topics and it helps if they are set in useful and familiar contexts. For many adult learners, the concept of getting stuck can cause anxiety and they need support to understand this is a natural, and often rewarding, part of the learning process. Learners may overly focus on getting the right answer as opposed to understanding the underpinning concepts. For providers A key challenge is to get the balance right between numeracy that learners want to learn and the numeracy required to achieve qualifications. For the learner, qualifications can boost self esteem and improve employability and for the provider, they can be used to measure achievement and draw down funding. Embedding is still a challenge for many organisations to get right. There is a need for more collaborative working between vocational and numeracy teachers that is often difficult to fund or plan. For teachers One challenge for teachers is working with larger class sizes. There are issues of pace with groups of learners at different levels of ability and conceptual understanding. Learners will also have different learning preferences. Teachers need to develop conceptual understanding as well as teach mathematical procedures and help learners to understand when and where to use them. This requires good subject knowledge and effective teaching strategies. Teachers using e-learning, need to ensure face-to-face interaction in order to ensure that learners are understanding what they are doing and can transfer their learning. Developing confidence takes time and courses are often not long enough. The language of maths can be a barrier for ESOL learners and teachers may need to support them with this but not have the time or resources.

Success factors in numeracy learning Outlined below are some of the success factors for numeracy teaching taken from our interviews and activities with a group of numeracy practitioners. Across the organisation Get all staff on board and to commit to an action plan, drive from the Senior Management Team. Communicate across departments regarding numeracy and appoint numeracy champions across the organisation. Help students and staff see the relevance of numeracy - excitement spreads if its done well Encourage team teaching, linking courses to numeracy and embedding numeracy in other subjects Share practice across your organization through CPD sessions or peer observations. Recruitment Promote numeracy positively and dont sneak it onto timetables. Be upfront about its importance. Embed numeracy into fun events in Adult Learners Week or Red Nose Day. Teaching strategies Link numeracy to individual interests and wider aims for learning and recognise the different goals and aspirations of learners Build on existing knowledge of numeracy and ways of working things out that learners are comfortable with. Challenge learners and help them to enjoy the challenge that maths learning can bring through asking higher order questions and taking learners out of their comfort zone. Encourage reflection on methods, when to use a calculation and transference of skills rather than just teaching the calculation in isolation. Generate interest and discussion about numeracy make it enjoyable and informal if its a nice day, go outside! Use topical resources eg the Census and realia make sure all learning has a context whether its personal or vocational Make it exploratory, experimental, rather than about one correct method.

 Use active methods including games and technology or electronic worksheets to reinforce concepts Give clear explanations and breakdown concepts into small steps Tackle misconceptions by analysing incorrect answers Give clear formative feedback and develop conceptual understanding so learners can understand why methods work. Prepare for the test but dont teach to it.

Conclusion

The case studies outlined above show how providers are working to encourage and expand maths learning in creative and different ways. Additional funding has enabled them to make the most of planning time and resources in order to provide maths learning that engages and builds confidence in those who would not have otherwise come forward. In the Government's Skills Strategy, Skills for Sustainable Growth (published in November 2010) the Department for Business, Innovation and Skills (BIS) set out that it will continue to fund numeracy courses for all adults who need them, but it would review this provision with the aim of making it more effective. This review is currently underway. Two reports published this year will feed into this review: Numeracy Counts, the NIACE Committee of Inquiry on Adult Numeracy Learning: http://shop.niace.org.uk/numeracy-counts.html Tackling the challenge of low numeracy skills in young people and adults, Ofsted: www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documentsbytype/Thematic-reports/Tackling-the-challenge-of-low-numeracy-skills-in-youngpeople-andadults/(language)/eng-GB

Appendix: Task 4b: Bar chart representing poverty:

Map representing poverty:

Emails received from the Guardian regarding collected data on riots

Rioter from wealthy family:

Millionaire's daughter faces jail after riot conviction Laura Johnson, who chauffeured looters around at height of London riots, found guilty of burglary and handling stolen goods

Email sent to the Guardian: To Whom It Is Concerned: Dear all, I am actually studying for a Post Graduate Certificate in Education Numeracy Specialist

I have to identify data that has been gathered in a recent real life situation. As such I have chosen the riots This is why; I would like to ask you: How the data was collected and gathered? How many people were spoken to in order to have these results? Why was it interpreted in such a way? I am referencing to the data on the following website page: http://www.guardian.co.uk/news/datablog/2011/dec/09/data-journalism-readingriots#zoomed-picture I hope you will be able to give me more information for my case I would like to thank you in advance Best Regards

Response from the Guardian: Hi Michelle, answers below. > How the data was collected and gathered? A number of data sources were used for this project. Initially identifying the number of rioting incidents through news and police reports, obtaining the magistrates court registers, interviews with 270 people involved in the riots based on information gathered in background work, access to 2.57m tweets sent around the riots. All obtained by knowing the right places to look and asking the right people.

How many people were spoken to in order to have these results? As the piece you link to states: "Under the project [...] a specially-recruited team interviewed around 270 people about the riots and why they had been involved." > Why was it interpreted in such a way? The teams experience and skills lead to this interpretation. We are as open as possible about our methods and data so you can see how the interpretation came about. Lisa Evans Data Researcher and Programmer The Guardian Newspaper Response sent to Lisa Dear Lisa,

Can I have a copy of the questionnaire that was used to have the points of view of the 270 people? Is this number included those arrested from the wealthy background? Do you have any other data that you can provide me so I can explain my findings with concrete reference? Best Regards Michelle LOSTAU

Lisas response Hi Michelle, As the research is ongoing we are not in a position to release more than what is already on our website. The representations of our numbers are the description of the method used in the questionnaires and details on the poverty.

REFERENCES: Books:
Benn, R (1997) Adults count too: Mathematics for empowerment. England: The National Institute of Adult Continuing Education Blanch, R (1973) The Reasoning. Lyon: PUF

Blanch, R (1973) Axiomatization: Dictionary of the History of Ideas. Volume 1. Lyon: PUF Coben, D; Fitzsimons, G.E; ODonoghue, J (2010) Perspectives on Adult learning Mathematics. The Netherlands: Kluwer Academic Publishers Davis, P.J (1995) the Mathematical Experience New York: Birkhauser Publishing Ernest, P (2004) Postmodernism and Social Research in Mathematics Education. New York: Information Age Publishing Inc Euclid (1908) The thirteen books of the elements, volume1, 2, 3. London: British Library Fitzsimons, G.E (2002): What counts as Mathematics?: Technologies of Power in Adult and Vocational Education. The Netherlands: Kluwer Academic Publishers Garnier, R (1996) 100% mathematical proof. London: Richmond College Hanna, G (1983) Rigorous Proof in Mathematics Education. Toronto: Oise Press Hardy, G.H (1929) Mathematical proofs. Oxford: Oxford University Lakatos, I (1976) Proofs and refutations: The logic of Mathematical Discovery. Cambridge: Cambridge University Press Leder, G.C, Pehkonen, E & Torner G (2002) Beliefs: A Hidden Variable in Mathematics Education? Germany: Kluwer Academic Publishers Leitch, S. (2006) Leitch review of skills: Prosperity for all in the global economy - world class skills. Final report. Norwich: TSO

Peterson, I (1988) The Mathematical Tourist: the snapshots of modern mathematics. New York: Freeman Orton, A (1999) Pattern in the teaching and Learning of Mathematics. London: the British Library Swan, M (2006) Collaborative Learning in Mathematics: A challenge to our beliefs and practices. London: National Research and Development Centre for Adult Literacy and Numeracy

Websites:

Adult Numeracy Core Curriculum. Available at: http://www.counton.org/resources/adultcc/pdfs/resource_130.pdf (assessed: 29th February 2012)

Black, S & Yasukawa, k (2011) Working together. Integrated language, Literacy, Numeracy support in Vocational Education and Training. Sydney. Available at: http://www.rilc.uts.edu.au/pdfs/working-together-report.pdf (assessed on the 29th February 2012) www.google.co.uk/pictures (assessed on the 1st March 2012)

Reflections on Teaching a Mathematics Education Course Report. Available at http://etd.lsu.edu/docs/available/etd-04032006-154756/unrestricted/Smitherman_dis.pdf (assessed on 1st March 2012)

LLUK (2008) Level 5 Award in Developing Embedded Approaches to Literacy, Language and Numeracy for Teachers in the Lifelong Learning Sector. Guidance for awarding institutions. London: LLUK. Available at http://www.lluk.org/documents/Embedded_approaches_award_AI_guidance_April08_v2.pdf (assessed on the 8th May 2012)

NCETM (2008) Misconception in Numeracy and Maths. Quality improvement agency. Available at www.nrdc.org.uk. (Assessed on the 10th April 2012)