The World of Maths

THE WORLD OF MATHS
By Name
Course
Instructor
Institution
Location
Date
Part 1: Investigate the connection between mathematics and numeracy
Mathematics defines the science of the relation, order alongside structure that has undergone
evolution from basic practises involving measuring, counting and description of the shapes of
objects. It is concerned with the logical reasoning alongside quantitative calculation. The
development in mathematics has involved a rising degree of idealization alongside abstraction of
the subject matter (Charlesworth, 2011). Mathematics has remained to be an indispensable
adjunct since the 17th century to the physical sciences and technology and has been noted to be in
the more recent times assuming the sae role in the various quantitative aspects of the life
sciences.
Numeracy defines the ability of understanding and deploying mathematics in the normal daily
life and integrates adequate confidence in the use of basic maths in real-life situations. Numeracy
entails skills, knowledge, dispositions and behaviours that are needed by students in using
mathematics in a broad range of circumstances (Di Martino & Zan, 2010). It integrates
recognition and comprehension of the space of mathematics in the real world and bearing the
capacities and dispositions of using mathematical skills and knowledge in a purposeful manner.
Connection between mathematics and numeracy
Numeracy is not the same as mathematic neither can it serve as an alternative to mathematics and
as such learners require both numeracy and skills. One of the underpinning differences and
connections between mathematics and numeracy is with regard to mathematics being a domain
of knowledge. This implies that numeracy defines the need of a learner to be in a position to
comprehend, apply and use mathematical skills alongside knowledge (Di Martino & Zan, 2011).
As such learners are anticipated to have some skills in mathematics to be considered numerate
and be in a position to apply the mathematics concept in the context of the real world.
An example of the connection between mathematics and numeracy in real life situation would
include the use of the concepts of addition and subtraction of numerical in ascertaining one has
received the correct balance from a grocery store after making purchases.
Importance of connection
Better numeracy and maths skills are hence needed in the understanding and interpretation of a
range of data and processes alongside enhanced reflective mathematic reasoning abilities.
Part 2: Personal Reflection (approx. 300 words)
The mathematics lessons in school have always been associated with so much fun, interest and
the urge to learn more and make new discoveries on a daily basis. Mathematics lessons have
always presented the opportunity of challenging oneself in solving relatively complex situations
which have turned out to make one feel an improvement in one’s value. One instance that
springs in the mind was during a lesson on calculation of income tax. During this lesson there an
opportunity to learn how much tax one would pay to the government or employer when he finish
school.
Learning mathematics at own level presents the chance of developing and advancing one’s way
of thinking. Through the complex mathematical problems, one solves he always learn a new way
of doing things through engaging in a series of thought processes that at the end of it serve to
enhance the thinking and problem solving skills (Chapman, 2010). This learning allows one to
develop a connect between mathematics learned in class and application of such skills through
numeracy in solving real world problems.
The experience of learning mathematics has shaped and enhanced the way one sees self as a
teacher in the sense it has presented the option of developing a range of possible solutions for a
specific problem. This will allow me as a teacher to provide students with a different way of
going through one problem.
Recognising that all learners come to school with positive feelings towards mathematics is the
initial step in ensuring the best attitude is developed which would serve to be motivating as the
learners go through the lessons. With positive attitudes all the learners will be eager to develop
the skills and understanding of mathematics.
Among the strategies that can be used in promoting positive feelings among learners include
making learning hands on, use of visuals and images, finding the opportunities for differentiating
learning, asking the learners to share and explain their ideas, integration of storytelling in making
connections to the real-world scenarios, showing and illustrating new concepts and letting the
learners to learn on a regular basis how the problems are solved (Brown & McNamara, 2011).
Part 3: Individualised Learning Plan
During assignment 1A it noted that one was able to solve elementary numeracy problems and
sufficiently connect the mathematical concepts learned in class with the various numeracy
questions. The various areas that require improvement in my analysis of the quizzes include
connecting complex mathematical complex with relating to the complex geometries.
Among the strategies that can be deployed in improving on one’s weaknesses would include:
 Explicit instructions
 Cooperative learning strategies
 Reflection time
 Use of concepts in mathematical vocabulary (Boaler, 2015)
 Frequent and meaningful homework
 Verbalizing mathematical problems

References
Boaler, J. (2015). Mathematical mindsets: Unleashing students' potential through creative math,
inspiring messages and innovative teaching. ProQuest Ebook
Central https://ebookcentral.proquest.com.
Brown, T., & McNamara, O. (2011). Becoming a mathematics teacher: Identity and identifications.
London: Springer.
Chapman, L. (2010). Dealing with maths anxiety: How do you teach mathematics in a geography
department? Journal of Geography in Higher Education, 34(2), 205-213.
Charlesworth, R. (2011). Experiences in math for young children. Melbourne: Cengage Learning.
Di Martino, P., & Zan, R. (2010). Me and maths: Towards a definition of attitude grounded on
students’ narratives. Journal of Mathematics Teacher Education, 13(1), 27-48.
Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and
emotions. ZDM, 43(4), 471-482.

The World of Maths

Uploaded by

Copyright:

Available Formats

The World of Maths

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The World of Maths

Uploaded by

Copyright:

Available Formats

THE WORLD OF MATHS

development in mathematics has involved a rising degree of idealization alongside abstraction of

the subject matter (Charlesworth, 2011). Mathematics has remained to be an indispensable

Connection between mathematics and numeracy

Part 2: Personal Reflection (approx. 300 words)

numeracy in solving real world problems.

going through one problem.

the skills and understanding of mathematics.

Part 3: Individualised Learning Plan

connecting complex mathematical complex with relating to the complex geometries.

 Cooperative learning strategies

 Use of concepts in mathematical vocabulary (Boaler, 2015)

 Frequent and meaningful homework

 Verbalizing mathematical problems

Boaler, J. (2015). Mathematical mindsets: Unleashing students' potential through creative math,

inspiring messages and innovative teaching. ProQuest Ebook

department? Journal of Geography in Higher Education, 34(2), 205-213.

Charlesworth, R. (2011). Experiences in math for young children. Melbourne: Cengage Learning.

students’ narratives. Journal of Mathematics Teacher Education, 13(1), 27-48.

emotions. ZDM, 43(4), 471-482.

You might also like