A Social and Holistic Approach to Numeracy
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At the project’s summative forum, learners, practitioners and reference group members gave their feedback on the benefits and challenges of a social and holistic approach in practice (see the slideshow).

A Reference Group Member reflects upon the impact of the project on practitioners:
Forum participants tell us about what surprised them most about the day:

Their reflections are organized here according to the three elements of the schema of learning – Being, Doing, and Knowing.

Here is one practitioner’s reflection on her personal experience in the project:

As a result of being on this journey with you from the very beginning, I`m aware of a nagging flame that sits at the back of my mind that continually, yet gently prompts me to think about my role as a numeracy teacher.  I’m always thinking about how to make math meaningful for my learners. 

These reflections, although for now are just questions that go on in my head both before and after each math class, I’m sure will change when I make noticeable changes to my practice and delivery.

Examples of these questions are:

  • Am I using a worksheet simply because I don’t have time to prepare a lesson?
  • What do I really know about my learners?
  • How is the learner connecting with the skills being taught?
  • What connections am I making for the student with the outside world?
  • How do I know that I am doing the right thing for the learner?

These questions do leave me confused and nervous. Having said that, I like being in this state. It gives me a kick and stops me from being mechanical in the classroom.

The questions tell me to take a risk, to be creative in the classroom. I’m creative in a communication class so why am I scared of being creative in a math class?