Integration of Laboratory Activities, Demonstrations, and Projects in Enriched Mathematics 9-12 Courses to Foster Science and Mathematics Literacy - continuation

Definitions of numeracy reveal it is much more than the ability to manipulate numbers:

• The British Columbia Association of Mathematics Teachers (BCAMT, 1998) defines numeracy “as the combination of mathematical knowledge, problem solving and communication skills required by all persons to function successfully within our technological world.”
• In the United Kingdom, numeracy is defined as “…the ability to process, communicate and interpret numerical information in a variety of contexts” (Askew et. al. quoted in Lokan et. al., 2000, p. 11).
• In Tasmania numeracy is defined as “…the intelligent application of mathematical knowledge…to other school studies and to a wide range of practical contexts in everyday life” (Stephens, 2000, p. 4).
• The Australian Association of Mathematics Teachers state that being numerate, ”… is about having the competence and disposition to use mathematics to meet the general demands of life at home, in paid work, and for participation in community and civic life” (AAMT quoted in Kemp & Hogan, 2000, p. 5) and that “Numeracy is having the disposition and critical ability to choose and use appropriate mathematical knowledge strategically in specific contexts” (Kemp & Hogan, 2000, p.3).

These definitions focus first on the mastery of mathematical concepts and skills, second on the development of a positive disposition toward mathematics and third on confidence in one’s ability to apply the mathematical knowledge outside of the mathematics classroom.

The kinds of experiences teachers provide clearly play a major role in determining the extent and quality of students' learning. The National Council of Teachers of Mathematics (NCTM) do not explicitly define numeracy in their Principles and Standards for School Mathematics but along with the regular content strands, they define process strands for mathematics to guide the type of instruction and activities that should be included in the classroom. These standards include: 1) Problem Solving, 2) Reasoning and Proof, 3) Communication, 4) Connections and 5) Representation. Development and implementation of instructional activities designed to include and promote these NCTM process standards can strengthen students’ mathematical and scientific literacy. Integrated projects and laboratory activities provide a meaningful context for both the mathematical and the scientific knowledge.

Sample laboratory activities to date in this research project include:

• Terminal Velocity Lab (Equations of Lines Unit)
• Pendulum Lab (Radicals Unit)
• Jailbreak Project (Radicals Unit)
• Exponential Decay (Exponential Growth/Decay Unit)
• Projectile Motion Lab (Quadratic Functions)
• Famous Mathematician Power-point
• Trinomial Multiplication Project
• Ohm’s Law (Linear Equations)
• Kirchoff’s Law (Linear Systems)
• Boolean Algebra and Cellular Automata (Logic and Reasoning)

References

• Boaler, J. (1998) Open and Closed Mathematics: Student Experiences and Understandings. Journal for Research in Mathematics Education, 29, (1), 41-62.
• British Columbia Association of Mathematics Teachers (1998). Numeracy. Vancouver, BC: BCTF.
• Kemp, M. & Hogan, J. (2000). Planning for an emphasis on numeracy in the curriculum. AAMT, (www.aamt.edu.au).
• Lokan, J. Doig, B. Y Underwood, C. (2000). Numeracy Assessment and Associated Issues. AAMT, (www.aamt.edu.au).
• National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: The National Council of Teachers of Mathematics.
• Perry, B. (2000). Early Childhood Numeracy. AAMT, (www.aamt.edu.au).
• Schoenfeld, Alan H. (1988). When Good Teaching Leads to Bad Results: The Disasters of Well Taught Mathematics Classes. Educational Psychologist, 23, 145–66.
• Skemp, Richard R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching, 77 (December), 20–26.
• Stephens, M. (2000). Identification and Evaluation of Teaching Practices that Enhance Numeracy Achievement. AAMT, (www.aamt.edu.au).