East Renfrewshire Council: The Development of a Common Language and Teaching Methodology in Numeracy
Overview
By developing a common language and methodology for teaching numeracy and providing guidance on the correct use of mathematical language East Renfrewshire Council aimed to:
- to improve continuity and progression in numeracy from P1 to S2
- to support teachers of numeracy.
Schools' background
The project was carried out with working parties from the St. Luke’s and Woodfarm clusters. Both clusters had already established good working arrangements including: mathematics cluster plans; use of the East Renfrewshire 5-14 Programme of Study; cross-sectoral visits and use of national assessments and standardised test to establish S1 classes.
In particular, the St. Luke’s cluster had identified the development of a common language and methodology in their cluster plan. The St. Luke’s working party had three members, two from Primary and one from Secondary. The Woodfarm working party had four members, three from Primary and one from Secondary. The Numeracy Driver and a Quality Improvement Officer (QIO) supported the groups.
Process
Each group met for five days and looked in detail at the 5-14 mathematics arrangements. The focus was to ensure correct use of mathematical language and to develop a common language and teaching methodology unique to the cluster. The groups produced documents that detailed the methodology and provided guidance on the use of mathematical language. The latter of these was linked to the existing East Renfrewshire 5-14 Programme of Study.
Methodology – topics included:
- simplifying expressions
- solving equations
- use and devise rules
- carrying for addition
- the layout of multiplication.
Implications
The methodology and common approach to language is specific to each cluster. The working parties, having agreed on both, will share this with staff in the associated Primary and Secondary schools. This will mean that as pupils move from stage to stage, or make the transition from Primary to Secondary the language and methods that staff and pupils use will be the same. The improved continuity will help pupil progression and ideally impact attainment, in particular providing additional support for the lowest achieving 20%.