Numeracy Curriculum & Instruction (S15)
Presenter: Lynda Ginsburg
Dr. Ginsburg opened this presentation with the video "Maths on the Street" which is about the numeracy skills of street children in Brazil. In the video, "illiterate" children and adult merchants were asked to perform different calculations, such as addition, subtraction, and fractions. The children were able to perform these calculations correctly orally. However, when the interviewer used the same questions but asked the students to perform the calculations on paper, they were unable to do so.
The subject of this video led to a lively discussion among participants about similar situations in their countries. Dr. Ginsburg asked the participants to describe the major differences in how people learn math in school versus how they learn it informally.
Most participants described school environments as too structured, too rigid, and where learning has no context and may be too abstract. In contrast, they said that informal learning usually takes place in a meaningful context with immediate practical applications. Learning this way, student are self-motivated and can learn at their own pace and can focus on learning, and understanding, what they need to know.
Despite the many advantages of informal learning, participants agreed that it is not sufficient. Informal learning offers no recognition to the learner (in the form of certificates or diplomas); is typically limited to oral, not written, skills; and does not enable the learner to meet a variety of emerging life requirements. Nevertheless, participants agreed that in devising new programs, teachers and facilitators should recognize the value of informal learning and try to incorporate some of its elements in the school environment.
To demonstrate this principle, the participants were divided into groups of 4 to engage in a game-like activity that was designed to help adult learners build on their familiarity with "base ten" money to develop the concept of place value. This activity, which requires strategic thinking and uses pennies, dimes and dice, teaches adults mathematical content in a meaningful context and is also the kind of activity that adult learners can use at home with their children to support their children's education.
Readings: (Pedagogic Research, Section 5)
-Street Mathmatics and School Mathematics (Nunes et al.)
-Mathematics Education in its Cultural Context (Bishop)
INTERNATIONAL LITERACY
INSTITUTE