The focus of this Inquiry and my overall aim was to improve learners’ ability to numerically reason within my school setting. I planned to do this by specifically focusing on developing the teaching of numerical reasoning across the curriculum providing learners with better opportunities to develop their skills. The intention was that by improving the teaching of numerical reasoning I would see an upturn in the performance of a group of five underperforming Year 4 higher ability learners whose results in the National tests were lower than expected. The results of this test would provide me with a generic understanding of the quality and effectiveness of some of the resources and intervention strategies that were used.
Numerical reasoning was not only a school priority but also across Wales. Following Wales’ poor PISA results in 2009 the new Literacy and Numeracy framework was introduced and numerical reasoning has taken on a national focus. However Estyn maintains that the issue still needs addressing across much of Welsh education, Estyn states that “Pupils’ numerical reasoning skills are still not strong enough. Too many pupils are unfamiliar with problem-solving procedures.” (Estyn 2014, p. 3). This Inquiry aims to identify and test methods to improve learners’ ability to numerically reason.
© Jack Ellis Crompton January 2016