The introduction to this module will look at definitions of Numeracy and its relationship to mathematics. There will be an analysis of learning theories and models of adult learning. You will be given the opportunity to develop your own skills and understand how to develop learner?s skills in:
the language of proof; origins of proof in geometry; role of algebra in generalising; use of generalised statements as a predictive/identifying mechanism in given situations; potential benefits and concept of rearrangement. This will then follow onto how to use, process, display and interpret data.

Coursework weighting 50%, comprising:
Research and produce three maths resources, one chosen from two areas of Numeracy Core Curriculum - each resource will be at a different level. Each resource will be accompanied by a rationale to include strategies for delivery and how barriers to learning have been overcome in the production/delivery of the resource.
In the form of a 10 minute micro-teach you will deliver one of the strategies you have developed to the rest of the group with resources for delivery that take into account barriers to learning and difficulties and disabilities.
LO 1a, 2, 3, 4 & 5

Assignment, 2000 words, weighting 50%, comprising:
Assessment of personal maths skills in algebra and statistics.
This will include a reflective record of the links between theory and practice for you, as a SfL Numeracy teacher.
LO 1 & 4

Participants will attend 9 x 3 hour sessions spread over 9 weeks.

You will be able to review your learning experiences of maths, review your learning experience in a way that reveals your strengths, learning styles and needs. There will be peer and tutor presentations, group learning and case studies. You will have access to group and individual tutorials, where you will be encouraged to manage your own learning. There will be opportunities for group reading and discussions, above all the delivery will be modelling the practice you will be using in skills for life classroom. Throughout each session you will be encouraged to be a reflective learner as well as a reflective practitioner.

This is an extensive list but many of the texts listed may only refer to a few pages within that text, all texts or parts of texts will be provided by the PDC to your Buddy Group.

Skipworth, G (2000), Statistics 1, Heinemann Educational. London
Skipworth, G (2001), Statistics 2, Heinemann Educational. London
Kenwood, M (2000), Pure Mathematics 1, Heinemann Educational. London
Kenwood, M (2000), Pure Mathematics 2, Heinemann Educational. London.
Nelson, D. 2003. Dictionary of Mathematics. Penguin.
Barton, D. & Tusting, K. 2006. Models of Adult Learning: A Literature Review, NRDC Literature Review. Leicester. NIACE
Hillier, Yvonne (2002) Reflective Teaching in Further and Adult Education; Continuum
Reece, I. Walker, S. (2003) Teaching, Training and Learning: A Practical Guide. 5th Edition. Business Education. London
Petty, G. (2004) Teaching Today: A Practical Guide. Nelson Thornes. Cheltenham
Barton, D. & Tusting, K. 2005. Beyond Communities of Practice: Language, power and social context. Cambridge. Cambridge Univerisity Press.
Wenger, E. 2006. Communities of Practice. Cambridge. Cambridge University Press

PDC Moodle
www.staffspdc.org.uk