Numeracy in English

The Australian national curriculum outlines the usage of numeracy within English
throughout the years of education from formation to year ten; evolving with the students
progress and curriculum demands. Throughout the early years of schooling numeracy is
used through the exploration of rhythms, syllables and sound patterns in stories,
rhymes, songs and poems and teaching students how to correctly split words for
spelling and pronunciation (Australian Curriculum, Assessment and Reporting, n.d.). As
the educative process continues students learn skills of analysis allowing for deeper
understanding and examination of Figures, timelines, table, diagrams, maps and graphs
for the purpose of incorporation into texts both verbal and written (Australian
Curriculum, Assessment and Reporting, n.d.). Numeracy is further used within English
when students engage in analysis of representations in regards to: spatial information,
percentages, statistics, and measurements; allowing for a depth of understanding both
textual and visual beyond a static text example (Australian Curriculum, Assessment and
Reporting, n.d.). The utilization of numeracy within textual composition further allows
students to analyse and synthesise numerical information using knowledge of objective
and subjective language to provide validity and credibility of sources (Australian
Curriculum, Assessment and Reporting, n.d.). Furthermore, numeracy is used within
English for identification processes to show progress and separation of textual elements
of literature (Australian Curriculum, Assessment and Reporting, n.d.).

Classically numeracy is considered to be a logical thinking process appealing to students

who at times struggle with the interpretative and emotional nature of literature and
written expression (Copi, Cohen, & McMahon, 2011). Adding a mathematical approach
to English study engages a new way of thinking, changing and challenging the way
students address and access literature; providing opportunity for more learners to engage
with the subject who would normally find literature inaccessible due to the subjective
nature of the subject (Gillespie, 2013). The use of numeracy also assists the creation of
poetry using both patterns, numerical meters and poetic formulas (Copi, Cohen, &
McMahon, 2011). Numeracy understanding also provides the vital element of rhythm to
literature defining key elements of composition in poetry and verbal expression for
subjects like Shakespeare allowing students to present the literature in the correct and
intended manner (Gillespie, 2013). Again this use of numeracy allows students to
understand the formula to rhythm enabling identification, interpretation and analysis to
occur, deepening the knowledge and understanding of the thematic meanings of the text
(Gillespie, 2013).

Application of Numeracy within English

Application of numeracy within English is a process of combining logical thought with
creative voice and this can be done through unlimited means. Importantly numeracy
within the classroom provides an opportunity for differentiation as students are engaging
in materials for assessment and understanding in ways that can suit their learning styles,
thus overall enhancing student growth with a mindset towards the goal (Kemmis, Cole,
& Suggett, 1983). The use of patterns in literature is numerous and therefore can be used
in composition, analysis, interpretation and evaluation of texts (Australian Curriculum,
Assessment and Reporting, n.d.).

In this class specifically numeracy has been utilized through four means:
- Interpreting information : Translating a date to a timeline, interpreting the
timeline information (the spread of poetry and trend of poetry).
Within this lesson, a timeline was displayed, measured, divided and utilized to reveal
historical patterns of poetry and the change of the different poetic types. Students
displayed this data and interpreted it, finding trends and commonalities. This deepened
students understanding of the content as well as providing context to their overall
knowledge of poetic form and genre.

- Using spatial reasoning : Creating the timeline appropriately with spacing of

years.
Students without conscious knowledge performed spatial reasoning while displaying the
dates of poems on the timeline. This unconscious act reinforces their mathematical
understanding while also encourages a divergence in static thinking processes allowing for
learning to become a life-long process of using different forms of knowledge for problem
solving.

- Measurement : measuring the timeline to work out the spacing, measuring the
timing of Iambs and the amount of Iambs in the meter.
Measurement was used in three different formats: to measure the timeline and work out
the different year spacing, while this was important it wasnt a key learning process but a
recall of prior learning, again like spatial reasoning it allows students to use different skills
in diverse situations. The measurement of meter is vital in poetic understanding as it
reveals deeper meanings within the text and creates stronger analysis for students to engage
with. It also provides clarity on poetic reading and writing.

- Recognising Patterns : learning the Iambic pattern and the meter of poetry.
Poetry is consistently underpinned by patterns of both rhyme, meter and stressed
syllables; this ability to find patterns in literature allows for students to gain a deeper
understanding of all texts but also the ability to translate numerical understanding
beyond numbers. Again reinforcing life long application of learning skills and numerical
understanding across a diverse range of knowledge areas.

Finally patterns and rhythm is key to literary expressions both in key areas of
Shakespeare and poetry, allowing for students who do not understand the text to
approach the topic in a numerical method revealing a formula to the texts; this
mathematical knowledge of literature enables students who are not confident with oral
presentations to perform with in built recognition for the formula of the oral text.
Overall, English is designed for students to express literature both written and oral,
incorporating numeracy can make the expression more accessible to more students.

Works Cited
Australian Curriculum, Assessment and Reporting Authority. (2016, December 2016).
Australian Curriculum. Retrieved March 13, 2017, from
http://www.australiancurriculum.edu.au/crosscurriculumpriorities/overview/introducti
on

Australian Curriculum, Assessment and Reporting. (n.d.). English General Capabilities.

Retrieved March 31, 2017, from Australian Curriculum:
http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-
specific-advice
Copi, I. M., Cohen, C., & McMahon, K. (2011). Introduction to Logic. New York: Pearson
Education International.

Gillespie, A. (2013, January 16). Where couplets meet calculations: combining maths and poetry in
class . Retrieved March 31, 2017, from The Gaurdian:
https://www.theguardian.com/teacher-network/teacher-blog/2013/jan/16/teaching-
maths-poetry-oulipo-classroom

Kemmis, S., Cole, P., & Suggett, D. (1983). Orientations to Curriculum. In Orientations to
Curriculum and Transition: Towards the Socially-Critical School (pp. 8-19). Melbourne: Victorian
Institute of Secondary Eduction.