This wiki was created by Darren Kuropatwa (blog: A Difference) as an ongoing support following my I read the news today. Oh boy! Numeracy Across the Curriculum workshop. Most recently held at Sargent Park School, November 7, 2008.

Workshop Materials

The Elmwood Sessions (December 6, 2006)
The Sargent Park Sessions (November 7, 2008)
Online Numeracy Videos
Additional Links of Interest

Participants Feedback

Please evaluate this workshop. All feedback is anonymous and will be used to improve the quality of the presentation.


Definition: There is no widely accepted definition for the word numeracy. John Allen Paulos, in his book Innumeracy, defines innumeracy as -- an inability to deal with the fundamental notions of number and chance. Flipping that over we get ....
numeracy: the ability to deal comfortably with number and chance. To which I would also add the ability to discern and articulate when a graph (or any visual representation) accurately displays data and when it does not.
More Definitions

How Others Weave Numeracy into Their Teaching ...

How would you answer this question ....
How can non-math teachers teach mathematical literacy across the curriculum?

Sarah Chauncey, Library Media Specialist, Grandview Elementary School
As part of our Biomes Unit, we read the book Cactus Hotel. The book details the life cycle of a saguaro cactus. Each child graphed and answered four math questions .... The following presentation was used ... paused and discussed as we worked.

Sarah Chauncey, Library Media Specialist, Grandview Elementary School
Here is another activity which helps children to see patterns -- creating matching patterns, matching and identifying sets. It was used in K-1 classes: Where's My Sock

Kelly Christopherson, lowly administrator, Eston composite School
As part of a social studies unit Change we do explorations of countries. We begin with creating a graph to compare populations. In order to do this, we examine different graphs and how they display information. From this, we decide which graph will best show us the information. As a group, we create the graph, deciding on the x and y descriptors, the scale and then create a large chartpaper size graph that we will use later on. This continues as we begin to note GNP, land size, average income and other interesting information. We then begin to make some interesting connections between the different graphs. Students begin to notice trends, like Canada having a very large land size but very small population while Japan is the opposite. We then begin to examine graphs and information from various websites dealing with country information.

Chris Harbeck, Teacher, Sargent Park School
I know this might be obvious but in Grade 8 the students study world history. Studying the Greeks, Renaissance et al is a shoe in for the history of Math. Students can write projects about math instead of doing tests.
Numeracy is the understanding of number concepts. How would we have arrived at this time if it were not for the history of the past paving the way for the technology of the future.

Ian Dixon, Mathematics and Psychology teacher, Daniel McIntyre Collegiate Institute
For my Psychology class, the students create surveys and compile the results to gain insight on the human mind. I encourage them to create questions that can be answered with a Likert scale. If they ask "How often does race play a role in your dating strategy?", the responders can answer " never (1), seldom (2), sometimes (3), always (4). Assigning numbers to the answers allows the students to easily add up all of the scores to determine an average for that question. An average of 3.2 indicates that the group surveyed doesn't always think of race but often does. They can then compare two or more grades, ethnicities, genders, etc. to easily show differences in opinion.

Student Perspectives

I asked my students: How do you use math in classes other than math class? The link below will take you to their answers.
From My Students