The Acquisition of Numeracy

Being numerate means being able to reason with numbers and other mathematical concepts, to apply them to a range of contexts and to solve related problems. Numeracy requires number sense. Number sense is developed by establishing a robust, durable  understanding of quantities so that their values may be compared.  In this presentation, we will review current research in the field of processing quantities, and how to facilitate the acquisition of numeracy within our students. Various games, worksheets and activities to develop numeracy will be demonstrated, and supported with free online materials.   

Dehaene's Triple Code Model will be used to describe the basis for our ability to count and process numerosity.  The acquisition of numeracy involves the dynamic interaction between quantities, symbols, and the language used to represent them. The ability to connect quantities with their spoken and written labels predicts the development of arithmetic skills. When complexity increases within the academic context of math, other individual-specific cognitive factors can become the limiting factor in acquiring numeracy. Examples of these factors along with some diagnostic-prescriptive therapies will be presented.

Iconic WoodinMath number patterns present quantities in a manner that aids recognition,  facilitates comparison, and integrates quantities with their written number equivalents.  Help students develop numeracy and the language skills necessary to describe related facts and procedures by prompting them to compare quantities through multimodal presentations.  Simply put, students take patterns apart, then reassemble them while describing the process.