ASSESSMENT

 #  1  –  ESSAY    
 
This   numeracy   report   aims   to   identify   and   analyse   mathematics   and   where   it   exists   and   is  
used  in  our  daily  lives  based  on  a  diary,  which  lists  a  range  of  personal,  vocational  and  civic  
activities  that  took  place  over  the  course  of  a  week.  By  correctly  identifying  the  mathematics  
involved   in   one   activity,   determining   the   underlying   concepts   in   understanding   the  
mathematics   and   then   comparing   that   with   the   content   strands   presented   in   the   current  
Australian   Curriculum,   we   can   identify   suitable   year   levels   that   our   activity   and   story   book  
could  be  used  for.  
 
 
The   activity   involves   the   process   of   setting   an   alarm   to   wake   up   the   following   morning   at  
9:00am   sharp.   The   activity   brought   upon   a   late   night   brain   wave,   which   raised   many  
questions  in  regards  to  time,  and  the  amount  of  sleep  in  hours,  and  minutes  I  would  get  if  I  
fell  asleep  at  9:30pm  every  weeknight.  It  also  raised  other  questions  concerning  the  validity  
of  my  sleep  calculations,  questioning  whether  or  not  I  could  work  out  how  much  of  my  life  in  
total,  I  will  spend  asleep.  

Activity   Math's   Strand   Sub-­‐Strand   Proficiency  Strands  

Setting  Alarm   Patterns/routine/ Number  and   Patterns  and   Fluency,    
Before  Bed   measuring  how   Algebra   Algebra   Problem  Solving  
much  sleep  I   &   &   &  
would  get   Measurement   Using  units  of   Reasoning  
and  Geometry   measurement  
(time)  
 
 
One  of  the  key  mathematical  concepts,  listed  in  the  Australian  Curriculum,  identified  in  the  
activity   of   setting   the   alarm   comes   under   the   content   strand   Number   and   Algebra   and  
specifically  relates  to  the  sub-­‐strands,  patterns  and  algebra,  and  number  and  place  value.  I  
chose   these   sub-­‐strands   because,   in   this   case,   setting   the   alarm   is   something   that   occurs  
every  weeknight  before  bedtime  therefore  is  a  continuous  routine  or  pattern.  The  Australian  
Curriculum   is   consistent   with   this   and   says   that   throughout   this   topic   in   mathematics   it   is  
important   that   throughout   all   year   levels,   students   can   ‘recognise   patterns’    
(Australiancurriculum.edu.au,  2014).  We  also  may  need  to  ‘use  estimation  and  rounding  to  
check   the   reasonableness   of   answers   to   calculations,’   when   trying   to   work   out   an  
approximate   answer   for   the   question   regarding   the   total   amount   of   time   in   your   life   you  
spend   sleeping.   (Australiancurriculum.edu.au,   2014).   We   cannot   guarantee   or   prove   that  
each   night   we   are   getting   a   certain   amount   of   sleep,   so   it   is   important   to   understand   that  
recording   an   amount   of   sleep   based   on   seconds   or   minutes   would   be   unreasonable,   so  
rounding   to   the   nearest   hour,   or   half   hour   would   be   more   appropriate.   However,   when  
working  this  out  there  would  need  to  be  a  section  outlining  the  limitations  explaining  that  
the   answers   are   only   an   approximate   calculation   and   may   be   slightly   inaccurate   due   to  
rounding.  

MINRA002   NUMERACY  –  ESSAY   1  

 
  
Another   mathematical   concept   comes   under   the   content   strand   Measurement   and  
Geometry   and   specifically   relates   to   ‘Using   units   of   Measurement’   as   the   activity   involves  
questions,   which   would   require   the   need   to   measure   various   amounts   of   time.   This   sub-­‐
strand   directly   concerning   the   measuring   of   time   coincides   with   the   Australia   Curriculum,  
which   states   that   Students   make   meaningful   measurements   and   can   choose   appropriate  
units  of  measurement.  (Australiancurriculum.edu.au,  2014).  
 
 
There  are  five  proficiency  strands  involved  in  being  Mathematically  Proficient  (Van  de  Walle,  
J,   Karp,   K   &   Bay-­‐Williams,   J   2013,   pg   26).   The   proficiency   strands   describe   the   actions   in  
which   students   can   engage   when   learning   and   using   the   content  
(Australiancurriculum.edu.au,   2014).   The   proficiency   strands   include;   Understanding,  
Fluency,   Problem   Solving,   Reasoning   and   Content   Descriptions.   Setting   the   alarm   requires  
the   use   of   proficiency   strand   ‘fluency,’   as   overtime   you   develop   skills   in   choosing  
appropriate   procedures   in   setting   the   alarm,   and   slowly   become   more   efficient   in  
completing   this   activity   as   you   are   able   to   recall   the   knowledge   and   concepts   used  
previously  (Australiancurriculum.edu.au,  2014).    
 
The  use  of  problem  solving  is  also  evident  in  this  activity  as  it  requires  the  investigating  into  
problem  situations  such  as  the  in  depth  questions  about  the  amount  of  sleep  they  will  get  
and   working   that   out   in   minutes,   hours,   and   how   long   would   it   add   up   to   over   certain  
periods   of   time   like   months   and   even   years.   Proficiency   strand;   reasoning,   is   used   in   this  
activity  by  being  able  to  think  logically,  analyse,  evaluate,  justify  mathematical  strategies  to  
find  a  solution  (Australiancurriculum.edu.au,  2014).  
 
According  to  Forrest’s’  ‘four  roles  of  a  numerate  person’,  I  would  be  considered  a  ‘numerate  
person’  as  I  posses  characteristics  in  each  of  the  four  roles.  I  understand  basic  measurement  
such   as   ‘calculations   of   time,’   I   am   able   to   ‘draw   on   my   background   knowledge   of   the  
context,   transfer   knowledge,   relate   previous   experiences   with   similar   tasks,   I   have   an  
understanding  of  how  mathematics  is  used  in  my  life,’  and  I  also  am  able  to  comment  on  the  
strengths  and  weaknesses  of  various  forms  of  data  (Forrest,  M.  1997).    
 
 
According   to   Scott   (2000)   a   person’s   level   of   numeracy   depends   on   the   ability   to   confidently  
and  appropriately  apply  mathematics  within  the  specific  contexts  in  which  they  operate  in  
their  own  life,  (Scott,  D.  2000).  During  my  activity  I  was  confident  that  I  would  be  able  to  get  
approximate   answers   to   my   questions   by   using   the   appropriate   mathematics.   I   was  
however,  mindful  of  the  fact  that  maybe  some  nights  I  didn’t  get  the  exact  amount  of  sleep  
that   I   did   most   nights,   hence   this   could   affect   the   overall   total   hours   of   sleep   over   a   long  
period  of  time,  resulting  in  inaccurate  results.  Scott  argues  that  being  confident  is  of  primary  
importance   in   having   a   high   level   of   numeracy   because   without   confidence   students   may  
second-­‐guess   themselves   to   the   point   where   they   are   hesitant   in   attempting   the   use   of  
mathematics.  (Scott,  D.  2000).  
 
Content,   another   aspect   contributing   to   numeracy,   is   defined   by   Scott   as   the   mathematics  
chosen   in   the   activity   (Scott,   D.   2000).   In   my   activity   it   would   be   a   matter   of   using   the  
knowledge   of   understanding   time,   converting   different   forms   of   time,   and   being   able   to  
multiply   appropriately   to   work   out   the   amount   of   time   I   would   have   spent   sleeping   in;   a  
week,  a  month,  a  year  or  a  lifetime.  
 
Scott  explains  the  final  aspect,  context,  as  the  range  of  contexts  within  an  individual’s  own  
experience  which  influence  the  breadth  and  depth  of  mathematics  required  in  the  content  
component.  (Scott,  D.  2000).  The  type  of  mathematics  used  in  the  activity  was  impacted  on  
by   the   context   of   the   situation,   which   was   working   out   how   much   sleep   I   would   get.   I  
wanted  to  ensure  I  was  getting  enough  sleep,  waking  up  on  time,  and  going  to  sleep  on  time  
so  made  mathematical  decisions  accordingly.  
 
 
This  numeracy  investigation,  with  the  additional  opinions  of  numeracy  from  Scott  (2000)  and  
Forrest   (1997),   explored   the   mathematics   used   in   everyday   life   and   the   different  
mathematical  processes  and  thinking  required  across  different  contexts.  The  different  types  
of  mathematics  involved  in  the  chosen  activity,  in  conjunction  with  the  content  strands,  sub-­‐
strands   and   proficiencies   listed   in   the   Australian   Curriculum   enabled   the   reader   to   have   a  
more  in  depth  understanding  of  the  subtle  ways  in  which  we  use  numeracy  everyday  single  
day,  across  various  contexts,  without  even  really  knowing  it.  
 
 
 
 

 
 
 
 

MINRA002   NUMERACY  –  ESSAY   3