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HistoryIdentifying Numeracy Moments in History

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francesmoss@pdst.ie

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Numeracy in School

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What are numeracy moments?

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Numeracy is NOT LIMITED to the ability to use numbers, to add, subtract, multiply and divide.

  Numeracy encompasses the ability to use mathematical

understanding and skills to solve problems and meet the demands of day-to-day living in complex social settings.

  Numeracy involves being able to:• Think and communicate quantitatively• Make sense of data• Have a spatial awareness• Understand patterns and sequences• Recognise situations where mathematical reasoning can be

applied to solve problems.  

(National Literacy & Numeracy Strategy, 2011) 

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Numeracy

• There are opportunities to acquire numeracy skills and concepts in History. • Questioning, explanations, justifications and higher

order thinking should be used and explored where appropriate.

• Where numeracy arises in a natural, uncontrived manner the language, procedure, and concept should be dealt with in a manner that is consistent to that of the mathematics department.

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Numeracy

In history certain topics give rise to opportunities for subject teachers to reinforce common language, procedures, and concepts that students experience in mathematics lessons

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Can you identify numeracy moments in the teaching of the History syllabi?

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Activity

Number, money,

measureData handling

Shape & Space Relationships & patterns

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Number, Money & Measure Data Handling

• Are students encouraged to estimate, calculate and check their answers?

• Are the approaches used in line with and of the same standard as those the students would use in mathematics lessons?

• Where appropriate is the concept of bias discussed in lessons?

• Are students encouraged to choose appropriate graphical representations?

• Are students encouraged to retrieve, interpret and draw conclusions from the data presented?

• Can students identify and give

examples of primary and secondary data?

Shape and Space Relationships & Patterns

• Are students encouraged to estimate, calculate and check various measurements?

• Are students encouraged to use appropriate units of measure?

• Can students identify the architectural features from key periods in history?

• Are students encouraged to make connections between cause and effect?

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Knowledge Understanding Application Analysis Creating Evaluation

CountChooseDefineDescribeIdentifyLabelMatchNameOutlineRecordState Write

AssociateClassifyCompareDemonstrateDiscussEstimateInterpretGive examplesRewriteParaphrase

AddApplyCalculateDemonstrateDivideExamineGraphPrepareProduceShowSolve Use

AnalyseCombineDesignDevelopIllustrateInvestigateObserveOutlinePoint outSelect

CompileComposeCreateGenerateImagineOrderOrganisePlanRearrange

AssessCompareConcludeContrastDebateInterpretMeasureProveRankRate

Blooms Taxonomy of Critical Thinking

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