Effective Numeracy Workshop

Framework & Assessment

Lisa Heap and Alison Howard

Objectives• Develop an understanding of the characteristics

associated within the different stages of the Framework: Strategy & Knowledge

• Understand and explain the differences between Knowledge and Strategy

• Have identified the purpose of the Diagnostic Assessments: GloSS and IKAN

Cover Up Kiwi

www.nzmaths.co.nz

Give One Get One

“To be numerate is to have the ability and inclination to use mathematics effectively –

at home, at work and in the community.”

To be Numerate:

Effective maths teachers encourage students to…

• Place a greater emphasis on how to get the answer.• Develop multiple flexible thinking strategies.• Focus more on the different ways of communicating

information, including orally and in written form (pictures, diagrams, equations).

• Make decisions about the most efficient strategy to use on any given problem.

• Gain the necessary knowledge in order to help with their strategy development.

• Explain their thinking, take time to respond, and then provide specific feedback on their responses.

Knowledge or Strategy?

10 + 4 =

53 - 29 =

Strategy Knowledge

Creates new knowledge through use

Provides the foundation for strategies

The New Zealand Number Framework• The Strategy section describes the mental processes

students use to solve operational problems with numbers.• The Knowledge section describes the key items of

knowledge that students need to learn.• Strong Knowledge is essential for students to broaden

their Strategies across a full range of numbers.

Scenario Activity:• Sort the Numeracy Stages and the examples.

Thinking Groups

Counting Strategies

Part-Whole Strategies

Strategy Stages:• 0: Emergent • 1: One to One Counting• 2: Counting from one on Materials • 3: Counting from one by Imaging• 4: Advanced Counting• 5: Early Additive Part-Whole• 6: Advanced Additive Part-Whole• 7: Advanced Multiplicative• 8: Advanced Proportional

The Number Framework

StrategiesKnowledge

Number Identification

Number Sequence and Order

Grouping and Place Value

Basic Facts

Written Recording

Addition & Subtraction

Multiplication & Division

Fractions and Proportions

Viewing the DVD…Make connections between front and back of book. Whilst determining strategy stage identify what the required knowledge was.

• Using the sheets provided record the words and actions of the student being interviewed.

• In your thinking groups discuss the observable behaviours that indicate that the child is at that particular stage.

• Use your Framework book pages 15 - 17.

Perception CheckWhat is Part-Whole

thinking?

What is strategy?

What is knowledge?

Methods of Assessment:• NUMPA: Is a diagnostic tool designed to give you information

about the mental strategies and knowledge of the students youwork with. NUMPA is predominately a training tool for teachers to familiarise themselves with the framework.

• GloSS: The Global Strategy Stage (GloSS) can be used todetermine which global strategy a student uses.

• IKAN: The Individual Knowledge Assessment of Number (IKAN)can be used to determine a student's stages on the knowledgedomains.

• Student Profiles:

GloSS Assessment Tool• GloSS - Global assessment Strategy Stage.• Forms E, F, G, H, J.

Tips- • Ensure that you record exactly what the child says and

does (take note of the non-verbal cues)• Use open-ended questions to elicit further information.

IKANStage 4-8• For children at Strategy Stage 4 and above administer the IKAN.

• This will assess children’s knowledge in number sequence and order, fractions, basic facts and place value

• This can be administered whole class using the online test.

• When the student reaches the point when they cannot answer questions, they carry on with an independent activity.

Baseline Data Sheet• Teachers to complete

baseline data sheet to identify current strengths and needs.

• We will revisit this at the last session.