NRR

Context is the use or purpose for which an adult takes on a task with mathematical demands. 

1. Family or Personal is related to one’s role as a parent, head-of-household, or family member. The demands include consumer and personal finance, household management, family and personal health care, and personal interests and hobbies.  
2. Workplace deals with the ability to perform tasks on the job and to adapt to new employment demands.  
3. Community includes issues around citizenship, and other issues concerning the society as a whole, such as the environment, crime, or politics.  
4. Further Learning is connected to the knowledge needed to pursue further education and training, or to understand other academic subjects 

When talking about numeracy and mathematical concepts, it can be extremely helpful if the context is well established. There are different judgments as to which contexts are important, the extent to which context is incorporated, and the pedagogical approaches for teaching in or with context. Nonetheless, the overwhelming consensus across the documents we reviewed is this: context matters. 

1. Number and Operation Sense

1. Relative size and multiple representations of numbers
2. Place value, computation, estimation
3. Meanings of operations
4. Relationships between numbers

2. Patterns, Functions, and Algebra

1. Understand patterns, relations, and functions
2. Represent and analyze mathematical situations and structures using algebraic symbols
3. Use mathematical models to represent and understand quantitative relationships
4. Analyze changes in various contexts

3. Measurement and Shape

1. Direct measurement, e.g., using a ruler or tape measure with standard units, converting between common units, and estimating length by using some personal reference points
2. Indirect measurement, e.g., using the proportionality of similar figures, the Pythagorean theorem, or trigonometric ratios
3. Angles and lines, e.g., using the properties of parallel or perpendicular lines and the relationships between pairs of angles (vertical or complementary)
4. Attributes of shapes, e.g., categorizing shapes by the number of sides or angles
5. Perimeter, area, and volume, e.g., understanding the basis for the formulas that provide a method to determine these attributes from simpler measures such as length, width, height, and radius

4. Data, Statistics, and Probability

1. Collection, organization, and display of data, e.g., the type of data and the story that it is meant to tell determine the type of chart or graph that is most appropriate for its display.
2. Analysis and interpretation of data; e.g., changes in the data set can affect the mean and median in different ways.
3. Chance: e.g., in terms of probability, zero represents an impossible event and one represents an event that is certain to occur.

These topics will form the basis for the number of videos we have to make; however, the exact topics will have to be contrasted against two sets of criteria/comparisons – The Ministry of Education CDAU strands and the 5 cognitive components of numeracy ​[1]​.

1. Conceptual understanding

1. is defined as an integrated and functional grasp of mathematical ideas. Across the frameworks, this idea is referenced through words such as “meaning making,” “relationships,” “model,” and “understanding.” Some of the assessment frameworks mention and attempt to assess the development of conceptual understanding. (See, for example: GED, TIMMS, and NAEP.)
2. Knowledge that is learned with understanding is more likely to be remembered and available when needed. Yet so often, the rush to use a procedure—sometimes any procedure—is the mistaken goal of the mathematics classroom.

2. Adaptive reasoning

1. is defined as the capacity to think logically about the relationships among concepts and situations. Adaptive reasoning is the ability to follow a logical path of reasoning that is based on basic ideas and principles that underpin that concept.
2. “…a problem-solving strategy is legitimized by reason, a procedure is deemed to be appropriate for a situation by adaptive reasoning, a representation of a concept requires reason to recognize its limitations…”

3. Strategic Competence

1. is the ability to formulate mathematical problems, represent them, and solve them. By “problem solving,” we do not include completion of computation “exercises” (such as multiplying 23 times 13). Problem solving, on the other hand, suggests dealing with a complex situation in which a solution path is not explicit but must be developed to meet the needs of the situation.

4. Procedural fluency

1. includes using mental mathematics to find certain answers, estimation techniques to find approximate answers, and methods that use technological aids like calculators and computers. The goal is to be comfortable with many methods so that a person can choose an efficient method and (perhaps) use another one to check to see if the answer is reasonable.

5. Productive Disposition

1. includes the beliefs, attitudes, and emotions that contribute to a person’s ability and willingness to engage, use, and persevere in mathematical thinking and learning, or in activities with numeracy aspects. If a student “hates maths”, it will be difficult to effectively execute any numerical training. The implication is that if a person leaves school without having developed a good disposition towards numeracy, one is unlikely to be able to be numerately effective or effectively numerate.

1. Numbers and Operations 
2. Algebra 
3. Relations, Functions, and Graphs 
4. Geometry and Trigonometry 
5. Statistics and Probability