Mathematics Framework

Numeracy and mathematics

The definition of numeracy in the Framework for teaching mathematics from Reception to Year 6 is extended here to take account of pupils' growing appreciation of mathematics and the demands of the Key Stage 3 curriculum.

Numeracy is a proficiency which is developed mainly in mathematics but also in other subjects. It is more than an ability to do basic arithmetic. It involves developing confidence and competence with numbers and measures. It requires understanding of the number system, a repertoire of mathematical techniques, and an inclination and ability to solve quantitative or spatial problems in a range of contexts. Numeracy also demands understanding of the ways in which data are gathered by counting and measuring, and presented in graphs, diagrams, charts and tables.

Poor numeracy skills hold back pupils' progress and can lower their self-esteem. Improving these skills is a whole-school matter. Each department should identify the contribution it makes towards numeracy skills so that pupils become confident at tackling mathematics in any context. By Year 9, pupils should:

• have a sense of the size of a number and where it fits into the number system
• recall mathematical facts confidently
• calculate accurately and efficiently, both mentally and with pencil and paper, drawing on a range of calculation strategies
• use proportional reasoning to simplify and solve problems
• use calculators and other ICT resources appropriately and effectively to solve mathematical problems, and select from the display the number of figures appropriate to the context of a calculation
• use simple formulae and substitute numbers in them
• measure and estimate measurements, choosing suitable units, and reading numbers correctly from a range of meters, dials and scales
• calculate simple perimeters, areas and volumes, recognising the degree of accuracy that can be achieved
• understand and use measures of time and speed, and rates such as £ per hour or miles per litre
• draw plane figures to given specifications and appreciate the concept of scale in geometrical drawings and maps
• understand the difference between the mean, median and mode and the purpose for which each is used
• collect data, discrete and continuous, and draw, interpret and predict from graphs, diagrams, charts and tables
• have some understanding of the measurement of probability and risk; explain methods and justify reasoning and conclusions, using correct mathematical terms
• judge the reasonableness of solutions and check them when necessary
• give results to a degree of accuracy appropriate to the context.