‘Cross curricular numeracy - How and Why Numeracy should be cross curricular?’

Areas of Learning and Experience Blog post - Numeracy

‘Go down deep enough into anything and you will find mathematics’ Dean Schlister

Cross curricular numeracy is considered to be a collaboration which involves maths crossing over into other subjects. Making maths cross curricular is something which is becoming more common within the changing curriculums across the UK. There are currently schools across the UK which are currently collaborating cross curricular maths, for example Kensington Community Primary school currently have cross curricular maths in place. Maths is described as not only a one hour lesson but something which impacts every subject in our everyday life Kensington Community Primary school. The school has listed examples of how maths collaborates within every subject taught at the school.

According to Ransom, P (2012) pupils should be aware of how the branches of mathematics interconnect with each other and the whole school curriculum. Basically stating how maths intertwines with more than one subject and how pupils should be aware of how this link is made. Making maths cross curricular is hard and in previous years is something teachers have struggled with, but with the changing curriculum taking place there are ways which teachers can collaborate maths and by collaborating this can help children engage in maths who have had minimal interest in maths previously. Cross curricular maths should be encouraged within primary education for the helping children who suffer with maths anxiety or a lack of interest in maths can make improvements.

There are many resources available for practitioners and teachers to use when making maths cross curricular and according to Barton, C ‘Subjects do not need to be forced together in this manner. Indeed, there is plenty of scope for rich cross-curricular projects that bring out the best, most rewarding elements of all the subjects involved.’ This connotes that making maths cross curricular isn’t something which needs to be forced its a collaboration which happens naturally.

According to Vazquez Shaw, S (2018) there are 4 main benefits to teaching cross curricular maths and those benefits being;

1. There aren’t any rules to teaching cross curricular maths - there are no limits to what can be taught and what can be incorporated into cross curricular maths
2. It integrates other ways for students to learn - the students that require extra support and help with maths for example those who have maths anxiety or struggle regarding maths this can help provide extra help.
3. It can easily incorporate other spaces - teachers employing a cross-curricular approach to maths instruction may find integrating new environments helps acquaint students with new concepts.
4. It may make math more relevant - cross curricular maths may make math more enjoyable and relevant.

The 4 stages which are suggested are all relevant in modern education and starting with these simple steps making maths cross curricular will easier. From what Vazquez Shaw, S (2018)  has suggested above is that there arent any rules into making maths cross curricular, aslong as a guideline is met and children are being taught relevant information. All teachers that decide to do so can develop and adapt this to fit the needs of their pupils and help progress their development. Next, looking at the idea of intergrating maths into the way students learn connotes again how teachers teachers can use cross curricular maths to help develop students their general maths skills and even by slightly encorporating maths into all subjects then their basic maths skill will have immense development. Looking at the idea of keeping cross curricular maths more up to date and relevant exolains how practitioners can personalise this and choose how and in what way its taught to the pupils. This can be very benefical aas students can participate and help the teachers develop subject focus points to base the maths on. Finally, looking at how maths can be incorporated into other subjects explains how maths can be taken and incorporated into other environments than just the classroom, for example taking children outdoors and making math cross curricular with outdoor activity can be very beneficial to children mentally and physically. ‘The need for cross-curricular teaching has become more prevalent in recent years’ Beckmann A (2009) this continues on from what has previously been said about the nessecity of crosscurriclar subject but this also connotes the importance of planning and preparing for lessons, although there is some leeway to how maths is incorporated into other subjects and in what way its included it still requires a large amount of planning and prep.

“Mathematical literacy is an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen”. (PISA). Many people fail to realise that maths is involved in everyday life, as much as we aren’t aware maths is something we use everyday.  In Wales, specifically looking at the new curriculum design the idea of having cross curricular subjects was majorly influenced by the successful futures report presented by Donaldson, G (2015) he said that by introducing three “cross-curriculum responsibilities” – literacy, numeracy and digital competence – that would be expected of all teachers. He suggested that the expecation that the three cross curricular subjects should e encouraged and incorporated into all lessons by all teachers. Cross curricular maths is a nessecity in modern day education and it slowly becoming the new ‘norm’.

References -

• Barton, C (No Date) ‘Cross curricular maths’. Available; https://www.tes.com/articles/secondary-maths-collection-11-cross-curricular-maths (Accessed 5/4/19)
• Beckmann, A (2009) ‘A conceptual Framework for cross-curricular teaching’. The Mathematic Enthusiast: Vol. 6 : No.4, Article 1.
• Donaldson,G (2015). Successful Futures ‘Looking at the Curriculum and Assessment Arrangements in Wales’. Available at: https://gov.wales/sites/default/files/publications/2018-03/succesful-futures-a-summary-of-professor-graham-donaldsons-report.pdf (Accessed 25/4/19)
• Kensington Community Primary school. Available at; http://www.kensingtonprimary.co.uk/cross-curricular-maths-3/ (Accessed 5/4/19)
• PISA (No Date) Available at; http://www.oecd.org/pisa/ (Accessed 5/4/19)
• Ransom, P (2012) ‘bringing maths to life with cross curricular appeal’. Available at: https://www.theguardian.com/teacher-network/teacher-blog/2012/nov/15/mathematics-crosscurricular-appeal (Accessed 5/4/19)
• Vazquez Shaw, S (2018) ‘4 Benefits of Cross curricular maths’. Available at:https://www.firsttutors.com/uk/blog/2018/04/4-benefits-of-a-cross-curricular-math-environment/ (Accessed 5/4/19)