Numeracy 
“Mathematics is not just
a collection of skills, it is a way of thinking. It lies at the core
of scientific understanding, and of rational and logical argument.”
Dr Colin Sparrow, Lecturer in Mathematics, Cambridge University
Numeracy is broken down into:
· Using and applying mathematics
· Number and algebra (algebra Key Stage 2 and
3 only)
· Shape, space and measures
· Handling data (Key Stages 2 and 3 only)
KEY STAGE 1
Pupils develop their knowledge and understanding of
mathematics through practical activity, exploration and discussion.
They learn to count, read, write and order numbers to 100 and beyond.
They develop a range of mental calculation skills and use these confidently
in different settings. They learn about shape and space through practical
activity which builds on their understanding of their immediate environment.
They begin to grasp mathematical language, using it to talk about their
methods and explain their reasoning when solving problems.
KEY STAGE 2
Pupils use the number system more confidently.
They move from counting reliably to calculating fluently with all four
number operations. They always try to tackle a problem with mental methods
before using any other approach. Pupils explore features of shape and
space and develop their measuring skills in a range of contexts. They
discuss and present their methods and reasoning using a wider range
of mathematical language, diagrams and charts. Increasing emphasis is
placed on being able to verbalise methods of calculation, laying them
out in ordered steps.
KEY STAGE 3
Pupils take increasing responsibility for planning and executing their
work. They extend their calculating skills to fractions, percentages
and decimals, and begin to understand the importance of proportional
reasoning. They are beginning to use algebraic techniques and symbols
with confidence. They generate and solve simple equations and study
linear functions and their corresponding graphs. They begin to use deduction
to manipulate algebraic expressions. Pupils progress from a simple understanding
of the features of shape and space to using definitions and reasoning
to understand geometrical objects. As they encounter simple algebraic
and geometric proofs, they begin to understand reasoned arguments. They
communicate mathematics in speech and a variety of written forms, explaining
their reasoning to others. They study handling data through practical
activities and are introduced to a quantitative approach to probability.
Pupils work with increasing confidence and flexibility to solve unfamiliar
problems. They develop positive attitudes towards mathematics and increasingly
make connections between different aspects of mathematics and other
curriculum areas. Emphasis on speed of mental calculation becomes extremely
important, as does proving understanding of course work by laying out
methods in structural form.
