Numeracy: Mathematics for Life Skills

Purpose: To focus on the life skills and empowerment needs of the learner

References: 15, 18, 24, 68

1. Does the course content enable:
1. Mathematical empowerment — the gaining of power over the language, skills and practices of using and applying mathematics (i.e., formal mathematics)?
2. Social empowerment — the ability to use mathematics to participate more fully in work, study, and society in general through critical citizenship?
3. Epistemological empowerment — the development of personal identity, portrayed in the growth of self-confidence in using mathematics, and a personal sense of power over the creation and validation of knowledge?

2. Does the course content present:
1. mathematics in contexts that make sense to the learner? [e.g., commonly used topics such as data, graphs, and logical analysis would be stressed as much as formulas and algorithms so that learners see mathematics as a tool for everyday decisions.]
2.  applications that show the relevance of mathematics in real-world situations (e.g., financial literacy, health care) so that learners understand how mathematics is important in other areas and in current and future careers?
3. the role of quantitative thinking as a tool for discovering and verifying insights that are relevant to other subjects?
4. an emphasis on problem solving and reasoning skills that would better prepare learners to deal with unfamiliar situations?
5. an emphasis on learning how to ask questions and demand clarity in explanations, in order for learners to develop autonomy in reasoning?
6. mathematical and quantitative skills linked to literacy in ways that enhance learners’ abilities to communicate about technical subjects?

3. Does the course content enable learners to:
1. work with others in understanding mathematical concepts?
2. express and communicate mathematical relationships?
3. review and extrapolate from data?
4. assess the significance or “message” in data?
5. analyze and think critically about data?
6. express observations?
7. present data and conclusions accurately and clearly?
8. apply mathematical and statistical concepts to data?
9. assimilate data from multiple sources and form conclusions?
10. most importantly, have the ability to integrate all of these capabilities into a coherent approach to solving real problems?

4. Does the course content include a problem-solving cycle that encompasses:
1. Experience. Being attentive: Describe the data/problem situation. Identify the problem(s). Ask: What knowledge do I have about this problem?
2. Understanding. Being intelligent: Ask: What can I do to get an answer/solution?
3. Reflection. Being reasonable: Ask: How do I know I am right?
4. Decision. Being deliberate: Weighing up my options. Ask: What should I do?

5. Are the pedagogies engaging?
1. Do the learning environment and tasks challenge and motivate learners?
2. Are there interesting, complex problems and sustained activities rather than decontextualised theory?
3. Do activities arouse learners’ curiosity and interests?
4. Is the learner engaged and consciously involved in the learning process?
5. Can the learners see a person addressing similar problems and/or using materials like this [i.e. modelling]?
6. Do learners have a sense of the bigger picture, of where this problem fits in?
7. Do learners see the relevance of this activity?
8. Are learners required to conjecture, explore, report, and justify?
9. Does the learning activity have a constructive alignment between learning activities, objectives, and outcomes?
10. Are there ‘what if’ questions designed to guide the constructive development of critical thinking processes?
11. Are learners encouraged to focus on accumulating appropriate resources and knowledge?
12. Is there a framework provided in which learners can construct increasingly complex knowledge?