Instructional Planning: Numeracy
Numeracy as well as literacy is fundamental to student success. However, many students with significant cognitive disabilities lack a sound foundation in early mathematical skills and knowledge necessary to be numerate and to confidently and effectively use numeracy to meet the everyday demands of life.
Numeracy for All: A Community of Practice for Teachers of Students with Significant Disabilities
The Central Alberta Regional Consortia (through the Alberta Regional Consortia), in collaboration with Alberta Education hosted year long communities of practice for teachers from 2012 to 2016. The goal of these professional learning opportunities was to enhance teacher capacity to meet the mathematics instruction and numeracy needs of students with significant disabilities. Participants met face-to-face twice during each year and collaborated in a private online environment from September to June.
The purpose of the Numeracy for All web site is to provide information and strategies for teachers in Alberta who want to learn more about mathematics instruction and numeracy development for students with significant disabilities.
More Language Arts, Math, and Science for Students with Severe Disabilities
Participants in the Learning for All Community of Practice selected some of the chapters of this resource and created summaries of key ideas.
A PDF of each summary is provided for each of the chapters reviewed.
Chapter 8:
Beginning Numeracy Skills
In this chapter, early numeracy skills and their importance as building blocks for children’s mathematical understanding are described. Skill descriptions are followed by research-based practices for teaching these critical skills and the specific steps educators can use to teach them.