Numeracy is important. It has applications in all human activities, crossing cultural and linguistic boundaries to provide a universal way of solving problems in areas such as science, technology, art and everyday activities.  It includes the processes of questioning, reflecting, reasoning, applying strategies and communicating which are skills that support learning in all curriculum areas.  

At OLOR we see the teaching of numeracy as an important part of the mission of extending the Kingdom of God.  We share a responsibility to prepare students for responsible citizenship in the local, national and international communities, including an understanding of the value and dignity of the human person, of political rights, religious freedom and human welfare.  We want our students to be able to critically interpret data and mathematical problems, and respond in meaningful and purposeful ways in line with our core Catholic beliefs and values.  We see the following values as being most relevant to numeracy:

Truth
A sense of wonder
Endurance
Commitment to Community

At OLOR the teaching of Mathematics is based upon the following principles through which our children will develop confidence and competence in using mathematical ideas efficiently to make sense of the world. 

Assessment drives the learning cycle, and our starting point is always the analysed needs of the group of learners.

• Learning in each mathematical sub-strand begins with a starting point to assess the learning needs of students in that particular sub-strand and to determine their learning goals (Assessment for learning)

• The Mathematics K-6 Syllabus Scope and Sequence is used as a general plan for learning development but the decision about what to teach individuals always begins with what each child can do (Assessment for learning

• Every time children participate in numeracy experiences teachers are assessing their strengths and needs to determine their next step (Assessment for learning)

• Teachers plan specific assessment tasks where they can assess children against pre-determined criteria.  This information may be used for reporting to parents. (Assessment of learning)

• Children are involved in the assessment process whenever possible, through self and peer assessment (Assessment as learning)

• Certain standardised tests are used to asses students at various stages throughout their numeracy learning in primary school – BST (Year 3 and Year 5) and Scaffold Education’s Mathematics Diagnostic Testing Series at the end of each year

• Teachers with children experiencing difficulty in numeracy collaborate with the Learning Support  Teacher, Assistant Principal and/or Principal to plan for their specific needs

A dedicated time for mathematics is essential for the teaching of numeracy

• In most classes one hour of the day is set aside for focused numeracy teaching, usually after recess.
  
• In planning for numeracy and dedicated mathematics teaching time, it is important to consider aspects such as: mathematical language to be developed; appropriate materials to use; and explicit links to thinking which may be developed.
  
• Consistency across grades and between grades is co-ordinated with regular grade planning meetings and each maths block follows a similar structure.  (See appendices)

Learners need planned, regular opportunities to have mathematical skills explicitly demonstrated or modelled to them (TO)

• The beginning of each maths block usually begins with explicit modelling of mathematical skills.  This is done in a variety of ways to best meet the analysed needs of the learners. (see appendices)

Learners engage in learning processes with an expert guide (WITH)

• Regular opportunities are provided for every child in a small group setting to practise developing their mathematical skills, with the close support of the teacher (Joint problem solving, guided questioning, guided mathematical thinking)
  
• Teachers also ensure that over the week, they interact with individuals during independent learning time, challenging children’s observations, asking questions to focus mathematical thinking and directing children to their next learning step.

Learners engage in learning processes independently (BY)

• Children have daily opportunities to engage in rich mathematical tasks, both written and mental

Asking good questions which challenge and probe student’s understandings and promote thinking is at the heart of effective mathematical teaching.

• During independent learning time, teachers roam the room and ask students questions to help students focus on the mathematical ideas and to stretch mathematical thinking further
  
• All talk about maths between teacher and student is an opportunity to ask questions about mathematical thinking and encourage students to communicate their mathematical ideas.
  
• Mental computation, which usually begins each mathematics block, is an opportunity to ask questions to focus the children’s mathematical thinking.

Building conceptual understanding is essential to becoming numerate

• If children have conceptual understanding then they understand deeply, can see connections to other areas of maths and can apply an idea to a new situation.
  
• While accuracy is important, it is more important to understand why an answer is accurate (or inaccurate) so that knowledge can be built on and deepened.  To achieve this, teachers try to create a mathematical environment that values reasons above correctness and celebrates the different strategies that individuals use.
   
• Every day, children are encouraged to communicate their mathematical thinking and understanding, record their mathematical thinking in a meaningful way and to look for connections between different areas of maths.
  
• The use of concrete material to learn mathematics is essential at all levels. The manipulation of materials provides a base upon which children can actively build mathematical ideas and concepts.
  
• The use of calculators and computers is essential at all levels.

Consolidation of learning only occurs after conceptual understanding has been developed.

• For deep knowledge and understanding, children need to have conceptual understandings, be able to communicate their learning in their own words and make connections to prior learning.
  
• Memorisation is still a part of learning, but only after conceptual understanding has been established.
  
• To aid memorisation, topics are revisited in different ways and approached from different starting points, looked at in the context of practical real life problems and reinforced during mental computation. Children are supported with charts and equipment when they are consolidating their learning.
  
• Memorising is different to rote learning.  Rote learning is not a focus at OLOR.

Learners need to build connections between different strands in mathematics and between mathematics and other curriculum areas

• Teachers carefully sequence mathematical topics that will help build connections between what the children are learning and what they already know. 
  
• Teachers try to make the connections between mathematical topics explicit by looking at different topics from the one starting point.  (Refer to SPIN Document)
  
• Teacher questioning encourages children to make their own connections because building connections between different areas of maths is the most powerful way to enhance deep learning.

Optimal learning occurs when children are engaged in rich, real and relevant learning experiences

• Teachers whenever possible engage children in authentic numeracy experiences with real purposes and audiences

Honest and authentic feedback is integral to the learning process, as it encourages learners and gives direction for future learning

• Teachers provide children with regular written and/or oral feedback which is timely and specific – noting what they did well, and what their next step is
  
• Children are given time, and are expected, to read written feedback and some students will write written responses to this
  
• True celebration of children’s achievement is encouraged in appropriate ways

Self-reflection on the quality of learning is a vital part of the learning process.

• Rubrics are one tool for outlining criteria for quality.  Rubrics, whenever possible are developed with the children.  This “assessment as learning” is a powerful part of the learning process
  
• Children are encouraged to reflect in a variety of ways - a mind map; a letter to the teacher describing what they’ve learned; “Connect/Extend/Challenge; Inside/Outside Circle; sentence completion... 'the most interesting thing about … so far has been...' , 'the biggest challenge now is...’;  a list of questions about the topic...'Write down five questions you have now about…’

Mistakes are a natural part of learning, and teachers  help children feel comfortable to take a risk and know that we learn from our mistakes

• We know that Learning = Support + Challenge – Fear so all attempts are encouraged, and we focus on what is right, and frame positively what is yet to be learned
  
• Risk taking is encouraged, and teachers try to utilise open ended questions as much as possible with no one right answer
  
• Children are encouraged to explain their reasoning/thinking so teachers can acknowledge what children have done well
  
• Teachers acknowledge their own mistakes

Parents/caregivers are partners in supporting children’s numeracy development

• We recognise that parents have a wealth of valuable knowledge about their children’s early numeracy development, which we can build on once this is shared
  
• We provide parents with accurate, ongoing information about their children’s numeracy development
  
• We liase with parents/caregivers in order to meet the individual needs, interests and abilities of their children
  
• We keep parents up-to-date with numercay learning practices at school through relevant Educational Get-togethers