Learning measurement and calculation in a wide range of situations can be encompassed through skills, behaviours, knowledge and dispositions using mathematics as students find the need to numerate (Ausraliancurriculum.edu.au., 2018). Mathematics and numeracy are the two main concepts in human life that go hand in hand. Real life examples are considered to be a better way in further emphasizing the mathematical knowledge and skill set outside the classroom (Hudson, Henderson & Hudson, 2015). Ideally, the clear concepts of mathematics and numeracy can be recognized through the opportunities the students face in the wider world with the simple way of identifying similarities and the differences between the two.
Definition of mathematics can be obtained as multiple expressions through arrangement of established statements or logical deductions (Novák, 2015).In a layman’s term, mathematics is arithmetic, algebra and geometry (Felton-Koestler, Sutherland & Tracy, 2016). Additionally, mathematics can be arithmetic, algebra and geometry along with statistics and calculus as well. Mathematics is mainly of two types, pure maths and applied mathematics (Kaye, 2015). Moreover, in a broader sense, mathematics can also be expressed as solving of problems, searching for the patterns and communicating with different ideas. Basically, the idea of mathematics involves abstract thinking from generalizations to concrete experiences (Rahman & Ahmar, 2016).
Recently, in most of the primary schools, the term ‘numeracy’ has been adopted as a mathematical capability of new ideas and the importance of evidence, and critical reasoning (Green et al., 2017). Numeracy is more widely as a cross cultural learning in the schools than mathematics (Cankaya & LeFevre, 2016). In a way, numeracy is one step ahead of mathematics in coherent and logical thinking such that it can be used or applied in all other curriculums (Aunio et al., 2015). Numeracy not only helps in good understanding of the number system in range of skills of computation but also the ability and inclination towards solving of problems in different types of contexts (Howell & Hopkins, 2017). Further, understanding the ways in which gathering of information is conducted by measuring and counting practically and presenting the information in the form of tables, graphs, charts and diagrams is also important (Jolles et al., 2016).
There are several similarities as well as differences between the two concepts of mathematics and numeracy. Mathematics is the field of study that involves space, numbers and concepts of correlating the characteristics of an object to the other (Marshman, et al., 2015). With the help of mathematics, specialized operations can facilitate solving complex problems of various study fields. No such scientific subject exists which can be explained or understood and studied without the use of mathematics and its basic concepts such as addition, subtraction, multiplication and division (Felton-Koestler, Sutherland & Tracy, 2016). On the other hand, numeracy is how the concepts of mathematics can be applied in different situations. Thus, mathematics is the formulae and numeracy is the application of the formulae. Hence, in light of the similarities, both maths and numeracy involves the use of numbers and can be used in everyday life in almost every activity.
The concepts of mathematics and numeracy can be applied in daily life. One such example is fixing the budget of weekly shopping (Prendergast, Spassiani & Roche, 2017). A budget has to be fixed before shopping. Otherwise spending unnecessarily will create problem in the future. Thus, comparing the prices of the products that has to bought, estimating the total price that has to paid and deciding whether the expense falls within the budget or exceeds it is an example of numeracy. Mathematical skills such as numerical values, decimals, money, addition, subtraction, estimation are applicable in this example (Booker, et al., 2015).
Maths and numeracy plays a very important role in the health, fitness and exercises of an individual. In order to increase or decrease the body mass index of a person, a diet has to be followed. This diet measures the amount of calorie intake from the food consumed. Counting of calories helps in monitoring food intake. Several equations are also there with the help of which the fat percentage in a body in a given day can be calculated. Thus, from here, it can be said that maths plays an important role towards the goal of weight gain or weight loss programme of a person. Depending on the amount of calorie intake of a person, the diet has to be altered. If a person is interested in weight loss program, then, higher calorie intake in a day will restrict the diet of the person for that day as the person have consumed more calorie that required. This calorie has to be burned with the help of exercises. On the other hand, if a person is interested in the weight gain programme, then a low consumption of calorie for will implement more intake of calories and diet can be altered.
Numeracy is also used in cooking. Estimating the quantity of the ingredients required to bake a muffin, following the recipe to bake it also includes the concepts the mathematics. If the quantity of the ingredients used is not sufficient or the recipe is not followed properly, then the muffin will not be cooked properly (Fenton, MacDonald & McFarland, 2016). Among other examples, in which mathematics could be applied is constructing a house, planning trips, following maps, measuring body temperature or giving medicines. Thus, mathematics can be connected to everyday practices (Irvin, Baker & Carter, 2018).
Mathematics is also used in natural wonders. For example, the wings of butterflies are beautiful and if observed closely, butterflies have a perfectly symmetric structure which makes them fly. The similar concept of symmetricity is observed in ladybugs also (Mandoki, 2015). There is rotational symmetry in the face of a tiger, snowflakes. Beehives are made with hexagonal shapes (Seevinck, 2017). Other forms could have been used such as triangles or squares but hexagons are made only. This can be explained as hexagon has the largest area with the smallest perimeter (Baron, Colyvan & Ripley 2017).
There are a lot of other natural phenomenon which can be explained with the help of mathematics. The patterns in ferns or in the tree branches can be explained using the concept of fractals which is defined as a complex pattern which never ends and replicates itself in its own way (Fractal Foundation, 2013). The number of leaves in branches or the number of petals in a flower can be explained using the concept of the Fibonacci series (Parvathy, 2015).
It can be clearly concluded from the discussions conducted above that numeracy is the interpretation of the mathematical results. There are vast uses of numeracy other than the discussions that has been conducted above. The government policy makers can imply numeracy to predict the future policies. These policies can impact the economic growth of the nation in turn. Thus, the use of mathematics and literacy cannot be avoided as this is the most important concept to be applied in any real life situations.
References
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Australiancurriculum.edu.au. (2018). Numeracy. [online] Available at: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/numeracy/ [Accessed 30 Mar. 2018].
Baron, S., Colyvan, M., & Ripley, D. (2017). How mathematics can make a difference.
Booker, G., Bond, D., Sparrow, L., & Swan, P. (2015). Teaching primary mathematics. Pearson Higher Education AU.
Cankaya, O., & LeFevre, J. A. (2016). The Home Numeracy Environment: What Do Cross-Cultural Comparisons Tell Us About How to Scaffold Young Children’s Mathematical Skills?. In Early childhood mathematics skill development in the home environment (pp. 87-104). Springer, Cham.
Felton-Koestler, M. D., Sutherland, E., & Tracy, N. (2016). Supporting prospective teachers in using mathematics to understand our world. Special Issue Mathematics Education: Through the Lens of Social Justice.
Fenton, A., MacDonald, A., & McFarland, L. (2016). A Strengths Approach to supporting early mathematics learning in family contexts. Australasian Journal of Early Childhood, 41(1), 45.
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Fractal Foundation. (2013). What are fractals? Retrieved from https://fractalfoundation.org/resources/what-are-fractals/
Green, S., McGlynn, S., Stuart, D., Fahey, P., Pettigrew, J., & Clothier, P. (2017). Assessment of numeracy in sports and exercise science students at an Australian university. International Journal of Mathematical Education in Science and Technology, 1-17.
Howell, S. & Hopkins, S. (2017). Understanding and supporting numeracy competence. Inclusion in Action with Student Resource Access 12 Months, p.390.
Hudson, B., Henderson, S., & Hudson, A. (2015). Developing mathematical thinking in the primary classroom: liberating students and teachers as learners of mathematics. Journal of Curriculum Studies, 47(3), 374-398.
Irwin, E. L., Baker, S., & Carter, B. (2018). What ‘counts’ as numeracy preparation in enabling education programs? Results of a national audit. Journal of Academic Language and Learning, 12(1), A141-A155.
Jolles, D., Wassermann, D., Chokhani, R., Richardson, J., Tenison, C., Bammer, R., … & Menon, V. (2016). Plasticity of left perisylvian white-matter tracts is associated with individual differences in math learning. Brain Structure and Function, 221(3), 1337-1351.
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Marshman, M., Dunn, P. K., McDougall, R., & Wiegand, A. (2015). A case study of the attitudes and preparedness of a group of secondary mathematics teachers towards statistics. Australian Senior Mathematics Journal, 29(1), 51.
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Parvathy, S. T. (2015). The Golden Mathematics of Life. Feature article [online] Available at: https://nopr.niscair.res.in/bitstream/123456789/30355/1/SR%2052(1)%2020-25.pdf [Accessed 30 Mar. 2018]
Prendergast, M., Spassiani, N. A., & Roche, J. (2017). Developing a Mathematics Module for Students with Intellectual Disability in Higher Education. International Journal of Higher Education, 6(3), 169.
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