Student's Numeracy Skills - Report Example

1) Introduction Numeracy is a very important aspect and parameter in learning. The lack of numeracy can lead to very poor performance, and can make the learning process extremely laborious for any student (Ward, 2007). Numeracy is the possession of analytical and great moderating abilities when it comes to numerals and mathematical states of affairs. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), literacy is “the ability to identify, understand … communicate, work out … printed and written materials ... It involves … enabling individuals to achieve their goals … develop knowledge and potential … in their community and wider society" (Ireland, 2006). Numeracy is a parameter that a nation uses to weigh its potential for economic development in the near and in the far future. A school uses numeracy functions to know the potential for success and achievement of aspired academic goals it has in the near and far future. Numeracy level of any society, group and nation are measured as an average (Ward, 2007). This means that a student in a class who has low numeracy level will pull down the weighted mean of the classes’ or the school’s numeracy level. It is therefore natural for a school to do anything possible to raise the numeracy levels of their students (Ward, 2007). One of the easiest ways of knowing how to effectively help a student is by doing an evaluation of their abilities, their strengths and their weaknesses (Ireland, 2006). The purpose of this paper, therefore, is to conduct an evaluation for a supposedly ‘weak’ student and to design a plan that will be implemented on the student especially concerning numeracy issues. 2) Weaknesses and strengths of the student The student whose intervention plan will be used upon is a first grade student called James. Even tough, the student looks bright, some factors such as hard work and concentration on his work is commonly evidenced. Moreover, the student has internal urge to do numerical tasks, but the approach and means that he utilises are not applicable since he does not ask for assistance or been inquisitive. James usually is a happy student and he is mostly interested in other activities and subjects when compared to his interest and performance in numeracy. 3) Problem description and identification Numeracy difficulty can sometimes occur in a person because of various reasons. Learning difficulty, also sometimes known as a disorder, is defined as the slowness or total blockage of the one’s intellect to either take delivery of or to build up information, or both (Westwood, 2004). For there to be an effective intervention plan, there is need for identifying correctly the student’s learning difficulties. The different learning abilities to be tested for are analytical and logic numeracy skills; it includes addition, subtraction, multiplication and division (Morris and Mather, 2008). This assessment will be done four times in a period of two weeks, and the complexity of the four tests will be in ascending order. The student, among others, will be given an enjoyable game that would help test her numeracy skills (Westwood, 2004). This shall be presented as a game for the same reason as stated above - to do away with any tension and nervousness. The student will then be given a small mathematical quiz, which involves simple math problems that would need the use of the student’s reasoning and analytical skill (Wong, Graham, Hoskyn and Berman, 2008). The math problem would entail the three mathematical fundamentals, which are division, addition, subtraction, and multiplication. The above actions will be clearly explained to the student beforehand, and the student will be made to understand the importance of the assessment. Ethical standards will also be met, because consent will be sought from the student’s parents or guardians. The student will also be taken through a brief counseling session; this will be done so as to cater for the student’s emotional needs. Without counseling, such a student may feel victimized and hated, and the assessment that was meant to help the student may actually end up destroying him (Wong, Graham, Hoskyn and Berman, 2008). The peers to the student who will be involved in this assessment of numeracy difficulties will also be taken through a counseling session, so that they will treat the student with respect and that they will show support and co operation (Westwood, 2004).. 4) Diagnosis 4.1 Approach To understand numerical difficulty associated to James, questions were presented based on the four mathematical approaches. Some of the numeracy questions that were presented to James included: 1. 2 + 3 = 2. 7 - 9 = 3. 9 ÷ 3 = 4. 3 × 3 = 4.2 Results James failed all the tasks as indicated above; he obtained 6 for question one, 2 for question 2, 6 for question 3, and 6 for question four. To determine the validity and applicability of the above numerical tasks, four students were picked randomly, and their results are indicated in the following table. Student Name Correctly answered questions Question 1 Question 2 Question 3 Question 4 Peter 2 Correct Correct Got wrong Got wrong Kenneth 3 Got wrong Correct Correct Correct Jane 2 Correct Got wrong Correct Got wrong Cynthia 1 Got wrong Correct Got wrong Got wrong 4.3 Discussion From the above analysis, it is evident that many students had difficulty in answering multiplication questions while answered easily those questions that are associated with subtraction. Generally, it means that the teachers and instructors should utilise these results into ensuring an approach and effective plan is formulated to ensure the students can answer correctly numerous numerical calculations easily. 4.4 Other approaches Students are supposed to pass numerous subjects including language and arts meaning that an effective approach should be utilised to ensure students understand their requirements and appropriate method to ensure that the students pass and be proficient in numerous academic requirements. Thus, similar approach should be utilised to address other subjects and devise effective strategies. 5) Intervention 5.1) Objective The aim of this intervention is to ensure that James can answer the four types of numeracy. The entire progress could take a total of five weeks, in that the four will be to engage the student in four of the numerical functions will the fifth week would provide a means in which the student could be tested in the four functions. 5.1 Intervention Plan An intervention plan is an approach that is utilised to ensure that certain issue is addressed through frequent monitoring and ensuring corrective measures are in place. Some of the strategies that were utilised include presenting numerous function questions, and informing and aiding student to understand means and approaches towards answering the questions. 5.2 Approach Different levels of difficulty of questions were presented to the student. The student was taught and aided to understand the most convenient means and approach to answer the question. This was repeated for the different functions, and on the last week, all the functions totally twenty questions were presented to the student to determine his understanding on numeracy. 5.3 Results The results were impressive as James proceeded with his learning. He was able to understand and answer most of the questions that were presented. The table below shows the mark that James obtained when he did his fifth week exam that brought into consideration the four questions. Answered Addition Subtraction Division Multiple Correctly 3 4 5 4 Wrongly 2 1 0 1 % of success 60 80 100 80 6.0 Plan for future learning The student’s poor numeracy skills should be put into consideration. A shorter intervention period should be considered as opposed to a long one. This is because long intervention periods caused boredom and loss of meaning somewhere along the time line. Short periods of intervention would keep the student alert for the short time, and would therefore cover a more saturated content of work. The student, when asked, confessed to being more comfortable with cognitive intervention, in that the student be allowed to use her mastery and to be allowed to learn by doing what is in her own level, hence giving her ample space for practice and development of her skills (Westwood, 2004). The use of computerized applications should also be stepped up, because that is what seemed to help her numeracy skills improve the most. 7.0 References Westwood, P. S. (2004). Learning and learning difficulties: a handbook for teachers. Victoria: Australian Council for Educational Research. Morris, R. J. and Mather, N. (2008). Evidence-based interventions for students with learning and behavioral challenges. Routledge. Wong, B. Y. L., Graham, L., Hoskyn, M. and Berman, J. (2008). The ABCs of learning disabilities. London: Academic Press. Ward, R. A. (2007). Numeracy and Literacy: Teaching K-8 Mathematics Using Children's Literature. New York: Guilford Publications. Ireland, N. (2006). Improving Literacy and Numeracy in Schools. Edinburgh: The Stationery Office. Read More