Laura Thurman

Module ITE101 Numeracy Development

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I have based my table below on the information retained from Theclassroomkit (2013)

Stage 0: Emergent

The student is unable to consistently count a given number of objects because they lack knowledge of counting sequences and/or one-to-one correspondence. The student is able to count a set of objects or form sets of objects but cannot solve problems that involve joining and separating sets. The student is able to count a set of objects or form sets of objects to solve simple addition and subtraction problems. The student solves problems by counting all the objects. The student is able to visualise sets of objects to solve simple addition and subtraction problems. The student solves problems by counting all the objects. The student uses counting on or counting back to solve simple addition or subtraction tasks. The student uses a limited range of mental strategies to estimate answers and solve addition or subtraction problems. These strategies involve deriving the answer from known basic facts (for example doubles, fives, making tens). The student can estimate answers and solve addition and subtraction tasks involving whole numbers mentally by choosing appropriately from a broad range of advanced mental strategies (for example place value positioning, rounding and compensating or reversibility). The student uses a combination of known facts and a limited range of mental strategies to derive answers to multiplication and division problems (for example doubling, rounding or reversibility). The student is able to choose appropriately from a broad range of mental strategies to estimate answers and solve multiplication and division problems. These strategies involve partitioning one or more of the factors (for example place value partitioning, rounding and compensating, reversibility). The student can estimate answers and solve problems involving the multiplication and division of fractions and

Stage 1: One-toone counting

Stage 2: Counting from one on materials Stage 3: Counting from one by imaging Stage 4: Advanced counting Stage 5: Early additive part-whole

Stage 6: Advanced additive/early multiplicative partwhole

Stage 7: Advanced multiplicative partwhole

Stage 8: Advanced proportional part-

Laura Thurman

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whole

decimals using mental strategies. These strategies involve recognising the effect of number size on the answer and converting decimals to fractions where appropriate. These students have strongly developed number sense and algebraic thinking.

How would somebody with autism be at an advantage/disadvantage? Emergent stage Children at this stage are very young, and so any child with limited ability may not notice a difference at this age, this stage is very limited for all able children, and therefore just as limited for any child with a disadvantage. Stage 1 Udg (2013) suggests that an ASD child would now be able to count objects in order using visual prompts, like any other child who does not suffer with ASD. Stage 2 Children with ASD find addition and subtraction relatively easy, as long as its visual they will be able to remember it, however it does require lots of practice so that they remember. Stage 3 Stage 3 may become trickier for a child with ASD as it requires to try and solve a problem, autistic children rely on being able to have an answer straight away, however trying to solve a problem using numbers becomes a lot harder. Stage 4 Using counting forward and backwards to add and takeaway would not seem like problem solving to a child with ASD and therefore the child would still be able to cope. Stage 5 This stage is when the child would start to struggle, starting to use methods such as using doubles fives and making tens would require a step by step method tailored to the child so that they can find it. Stage 6, 7 & 8 Stage 6, 7 and 8 all require complex problem solving and the build up to using mathematics within everyday life, this is something that would not come easy to somebody with ASD as there is no simple answer or step by step answer to every

Laura Thurman

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single problem to come across. However it is possible to teach, If persisted it is possible for an autistic person to gain the skill of problem solving. Some tips on how to achieve this... Be creative in your planning and enthusiastic in your delivery Always use visual aids and keep the focus of the lesson hands-on and tactile. Use ICT. There are many programmes available for teaching children with special needs, and the benefit of using ICT is that it allows for a multi-sensory approach (visual, sound, interactive aspect). Use real-life contexts