Cross curricula numeracy. How and why should numeracy be cross curricular?

Numeracy, sometimes referred to as mathematical literacy is defined as ‘having the ability to problem-solve, reason and analyse information. It is the ability to use numbers to help solve real-world problems. It is also the ability to understand the “language” of math (for example “sum” means an answer to addition, “difference” means the answer to a subtraction question)’ (Oxford Learning, 2010).

In recent years the areas of learning for the Welsh curriculum have been revised, with Professor Graham Donaldson outlining improvements that need to be made to the curriculum design back in 2015 with his ‘Successful Futures Report (Welsh Government, 2015). It was suggested that literacy and communication skills, and mathematical development were to be made a higher focal points within education, creating the National Literacy and Numeracy Framework (LNF) was a way to place them as ‘National Priorities’ (Welsh Government, 2015). With Wales reaching 39^th on the PISA scores 2015 data base for mathematics and 40^th with literacy, it is no surprise that a revision of the framework was needed.

The new Literacy and Numeracy Framework (LNF) was created so that teachers could embed literacy and numeracy into all subjects, making it a constant source of learning and development throughout the curriculum (Learning Wales, 2014). Wales bringing focus to literacy and numeracy within the curriculum can be seen from Donaldson’s ‘Successful Futures Report. It is outlined that with six new areas of learning and experience being introduced, language, literacy and communication as well as mathematics and numeracy will be two key areas of learning and experience. The demand for young people with numeracy skills as well as wider skill sets such as critical thinking, creativity and problem solving has increased over the years. This has caused an international trend to create a cross curriculum  within schools (Donaldson, 2015). Furthermore, the report suggests that literacy and numeracy are made areas of cross-curriculum, so that they are embedded in all subjects (Whitehead, 2019). Chomsky (1957, 1959) suggested that whilst children grow and interact with the world around them, they “pay attention to language the same way they actively seek to explore the world” (Palaiologou, 2010. pp 141). By embedding areas of learning such as mathematics and numeracy in all areas of learning, it brings up the possibility that pupils will pick up on complex knowledge on a daily basis (Palaiologou, 2010). If children obtain the knowledge for language constantly then  it could happen with mathematics and numeracy as well. By embedding literacy and numeracy into all subjects could be a positive step in the right direction in raising the PISA scores for Wales (Department of Education, 2015).

The Literacy and Numeracy Framework (LNF) is guidance to how schools can implement numeracy through the new cross-curriculum plan (Donaldson, 2015). As the new curriculum has not yet come out officially and is still having the creases ironed out, there is no concrete plan of how numeracy will be included in other areas of learning and experiences, due to it being a cross-curriculum area of learning. There have however, been suggestions put out on the world wide web. One I came across that in my opinion made sense as well as helped me understand how cross-curriculums work. Numeracy could be infused with music (Shaw, 2018), especially in regards fractions and reading music. When reading music it is essential that the pupil has  knowledge of how notes read, sound and play, this is where numeracy could help.

 In the picture above you can see that notes are presented in fractions. If a teacher was to play the pupils a quaver note and explain that is ½ of a whole , the information might be easier for the child to understand. Another way numeracy could be incorporated into music is through added the notes together (Coraggio, 2015). Again, looking at the picture above, if the teacher was to say to the pupil play notes that add up to 2 beats, the child would have to use their mathematical problem solving skills to use the notes (above) to complete the task. For example, they could play as little as one half note or they could play as much as 8 semiquavers. The options are varied and it is up to them to be independent to solve the numeracy problem using music, therefore showing cross-curriculum can be done.

Overall, numeracy is a vital area of learning that needs to be prioritised just like Donaldson outlined in his report. The 2015 PISA result and the demand for numeracy skills for the younger generation are compelling reasons as to why it is important for this change to happen. A lesson plan as simple as using numeracy to help read music or music to help understand numeracy is a step in the correct direction to implementing the new cross-curriculum demand that primary schools require.

Bibliography

Coraggio, S., 2015. Music and Math. [Online]
Available at: https://www.teachingideas.co.uk/notation/music-and-maths
[Accessed 2 May 2019].

Department for Education, 2015. PISA 2015: National Report for England - Data Tables. [Online]
Available at: https://www.gov.uk/government/publications/pisa-2015-national-report-for-england
[Accessed 30 April 2019].

Donaldson, G., 2015. Successful Futures Independent Review of Curriculum and Assessment Arrangements in Wales. [Online]
Available at: https://learn.cardiffmet.ac.uk/pluginfile.php/937138/mod_resource/content/1/Donaldson%20Report%20-%20Successful%20Futures%20-%20Independent%20Review%20of%20Curriculum%20and%20Assessment%20Arrangements%20in%20Wales.pdf
[Accessed 2 May 2019].

Learning Wales, 2014. National Literacy and Numeracy Framework. [Online]
Available at: https://learning.gov.wales/resources/browse-all/nlnf/?lang=en
[Accessed 30 April 2019].

Oxford Learning, 2010. What Does Math Literacy Mean?. [Online]
Available at: https://www.oxfordlearning.com/what-does-math-literacy-mean/
[Accessed 2 May 2019].

Palaiologou, I., 2010. The Early Years Foundation Stage: Theory and Practice. 1st ed. London: Sage.

Shaw, S. V., 2018. 4 Benefits of a Cross-Curricular Math Environment. [Online]
Available at: https://www.firsttutors.com/uk/blog/2018/04/4-benefits-of-a-cross-curricular-math-environment/
[Accessed 2 May 2019].

Welsh Government, 2015. Foundation Phase Framework. [Online]
Available at: https://learning.gov.wales/docs/learningwales/publications/150803-fp-framework-en.pdf
[Accessed 30 April 2019].

Whitehead, D., 2019. Schools in Wales to replace traditional subjects with six 'areas of learning and experience'. [Online]
Available at: https://news.sky.com/story/schools-in-wales-to-replace-traditional-subjects-with-six-areas-of-learning-and-experience-11707447
[Accessed 30 April 2019].