An example of an activity you might use is as follows:

• Generate data – Conduct a survey to find out which of the following comedy shows is most popular among your fellow students:
  • Third Rock from the Sun
  • Dharma and Greg
  • That 70s Show
  • Frasier
• Organize data – Graph your results.
• Evaluate data – Which show is the most/least popular? Explain how you arrived at your conclusion.
• Apply data – Discuss factors that might affect a show’s popularity rating (e.g., gender, age, culture, time show is on, marketing).

In order to problem-solve effectively, we need to teach learners the basic steps:

• comprehending the problem
• developing a plan to solve the problem
• implementing the plan
• evaluating the results
• reflecting on the plan, considering alternatives
• communicating the solution(s)

Communicating mathematically refers to the ability of learners to talk about, discuss, brainstorm about and explain the numeracy they are using. Educators recognize that math cannot be learned in isolation, isolation not only from other areas of learning, but also from other learners. In fact, math is a way of communicating.

You may remember your math class as a quiet time in school. Your teacher did most of the talking and you worked out the problems on your own. You had very little opportunity for discussing the math and interacting with others in the class. Communicating in math classes is now recognized as an important process in learning math concepts. Children work together and are encouraged to talk about what they are doing, why they are doing it and what they are learning.

The importance of being able to communicate mathematically can be seen in everyday situations. For example, anyone trying to point out an error on a dinner or utility bill would need to communicate mathematically. So would someone mapping out a landscaping diagram or floor plan for her spouse, helping his children do math homework, negotiating a sale of some sort, or preparing a budget at home or work. Therefore, not only do we need to be able to solve math problems, but we also need to be able to communicate the information to others.

Numeracy “streams”

As the above section suggests, one of the first things we want to find out from learners is their general learning aim regarding numeracy. What do they want or need to use numeracy skills and knowledge for? Do they want to make everyday living easier by learning about tasks such as budgeting and banking? Are they planning to obtain their General Education Diploma (GED) or high-school diploma? Do they perhaps need a specific mathematical skill for their employment?