EDUC4704

“Critical Numeracy is the ability to make discerning decisions about everyday issues which involve mathematical concepts” Professor Jane Watson.

Critical numeracy gives students the opportunity to make sense of mathematical concepts and to use mathematical skills and knowledge to make informed decisions. It encourages students to ask questions about the meaning, validity and usefulness of texts containing mathematical concepts or information. Students go deeper into the mathematical ideas and deeper into the contexts. So rather than just learning the rules of maths they are encouraged to explore and question their application. Students can explore possibilities with others (pairs, groups or whole class discussions) where different views are expressed.
Like critical literacy, critical numeracy allows students to become aware of underlying and covert messages and enables them to act on them. It is linked to the notion of empowerment.

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Engaging in critical literacy allows students to look at written, visual & spoken texts and question the attitudes, values and beliefs that lie beneath the surface. Readers are encouraged to actively analyse texts; considering the purpose for the text and the author’s motives and constructing alternative perspectives. This enables students to consider and clarify their own attitudes and values towards the issue; take a stance and take social action.

Changing societal structures, increasing social and cultural diversity and the marketing of ideas and products through multimedia mean that we need to think about literacy for lifelong learning in new ways. Information is reaching us in new ways; we are swamped by masses of information from sources across the globe. We need to be able to make meaning from the array of multimedia, complex visual imagery, music and sound, even virtual worlds that confront us each day in addition to written and spoken words.

Children are ‘consumers’ of a great deal of ‘text’ (including television, movies, webpages, music and art) and as such may be vulnerable to persuasive argument. Developing critical literacy skills enables them to become more discerning and informed consumers.

Researchers concur that learning is situated. We can’t separate what we teach from where and how we teach. The learning environment that we (as teachers) create within our classrooms is pivotal in sustaining engagement.

The discerned use of ICT in the classroom will no doubt capture the interest of students, thus increasing student motivation. Such an environment (where there is a willingness on the part of students to participate in the learning process) is indicative of constructivist pedagogical approaches, that endorse the creation of a community of learners within the classroom.

Coupled with a methodology of inquiry-based learning (with its focus on investigation), ICT is an ideal tool for integrated (cross-curricula) learning. I see ICT as a discovery learning tool, i.e. where the ICT isn’t the endpoint but rather a means of delivering other subject content. I’m not convinced, however, that there isn’t a place for explicitly teaching the use of ICT; in order that students can utilise it as a learning tool effectively.

After completing the Learning with Computers topic with Trudy last year, I have been introduced to many ICT applications, and during the course of this topic hope to continue to explore these exciting tools for learning. I’m eager to increase my confidence with the use of ICT in the classroom, allowing me to explore independently and discover what is on offer.