# data[].attributes.body
Numeracy
Lose the term mathematics as it is a subject. Use the term ' mathematical knowlrdge' in a variety of contexts using a range of tools, all the while promoting positive dispositions to enable critical learning/learners in society

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Understanding of digital literacy needs to be expanded to include/call out data literacy. A definition that embraces literacy and numeracy would straddle both literacy and numeracy aspects of the DLD

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Digital Literacy: Universal access to digital to be included and an explicit emphasis on criticality considered.

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Digital Literacy: Universal access to digital to be included and an explicit emphasis on criticality considered.

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Very important that there is policy alignment, particularly with what is captured in curriculum policy documents (e.g. the Primary Curriculum Framework refers to Communicating and Using Language as a key competence - *not* literacy)

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Very important that there is policy alignment, particularly with what is captured in curriculum policy documents (e.g. the Primary Curriculum Framework refers to Communicating and Using Language as a key competence - *not* literacy)

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Children need to be safe and empowered when interacting with digital world. This needs to be partipatory with Educator. Educator needs to be competent and confident in facilitating

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Digital Literacy: Does the term literacy in this context narrow the field and potentially the understanding. What about digital numeracy?

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Digital Literacy: Does the term literacy in this context narrow the field and potentially the understanding. What about digital numeracy?

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Re-order the verbs (some are higher order thinking skills)

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-       Challenge with digital literacy definition is that ‘digital’ is a fast-moving space. What level of functionality and competency is sufficient and how long will they benchmark be appropriate for?

-       The listing of verbs can be overwhelming. Perhaps having a sub-definition or graphical representation to encompass all relevant elements?

-       Consistency in terminology across all policies will be very important (Use of ICT and ‘digital technologies’)

-       The potential of Digital Technologies to enable learning/ problem-posing situations that would not have been possible heretofore.

-       Students awareness of the appropriate use of various different types of tools (linked to strategic competence) among the plethora of those available.

-       Needs to be more clarity regarding what’s common across the different definitions (literacy, numeracy, digital literacy) and some discrete distinctions between them.

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Dig tech - need for broader focus with a need to develop skills in word, file management etc.

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Dig tech - need for broader focus with a need to develop skills in word, file management etc.

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If we define it as we understand it now, it will be obsolete in no time. Futureproof.

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Digital Literacy: Digital literacy involves a dimension of active and civic engagement with the digital world and promotes active citizenship [welcome this statement, but extend to ongoing, active and civic engagement to convey the fluid nature of this space]

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Digital Literacy: Digital literacy involves a dimension of active and civic engagement with the digital world and promotes active citizenship [welcome this statement, but extend to ongoing, active and civic engagement to convey the fluid nature of this space]

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Include reference to equity and equality of access/democratic access and the influence that inequality has on digital literacy at a societal level

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This is the most challenging definition!

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Play, participation and problem solving through digital technologies 

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Play, participation and problem solving through digital technologies 

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Dig Tech: The focus in early years in particular needs to be be considered and appropriate to the age and stage of learning

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Dig Tech: The focus in early years in particular needs to be be considered and appropriate to the age and stage of learning

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Include "ethically" and "responsibly" in the definition

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No absence of engagement; no challenge around promoting engagement / motivation. Shaping the engagement, ensuring the engagement. Upskilling, CPD.

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Need to combine digital skill development with social and emotional skills

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Need to combine digital skill development with social and emotional skills

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How specific do we want the definitions to be? Should the definitions be more overarching / broad?

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AI needs to be included

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We need to be cognisant of what will come down along the line as things are moving so quickly. This should also be reflected in the definition.

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Definition should be accessible

Documents that teachers use most are curriculum documents not policy.

How will the definition and policy bring alignment

Lots of language between curriculum and policy documents. Teachers will need clarity on cross over between STEM, digital lliteracy and numeracy. Could an infographic illustrate this cross over?

Being clear in the strategy of the difference between purpose of strategy vs curriculum

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Purpose of media-needs to be defined. Use of ICT to inform curriculum development. Needs a statement

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Dig Lit: Students need to be able recognise bias and be able to interrogate all types of texts and images. Critical appraisal is essential and media literacy needs to feature strongly

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Dig Lit: Students need to be able recognise bias and be able to interrogate all types of texts and images. Critical appraisal is essential and media literacy needs to feature strongly

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Mindful of what the children have; building on that. Can't assume it's the same for all; active is different to literate and understanding. Ethically may need to replace appropriately.

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Dig Lit: The EU definition for dig lit could also refer to literacy more broadly - access etc. The definition for digital literacy should help teachers to identify how digital literacy is different and relevant 

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Dig Lit: The EU definition for dig lit could also refer to literacy more broadly - access etc. The definition for digital literacy should help teachers to identify how digital literacy is different and relevant 

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Including computational thinking / problem solving skills associated with coding / Computer Science in the definition

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Dig Lit: Need to focus on safe and responsible use of digital technologies as part of literacy

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Dig Lit: Need to focus on safe and responsible use of digital technologies as part of literacy

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Dig Lit: Need to focus on the process of assessment to balance against the challenges of new technologies

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Dig Lit: Need to focus on the process of assessment to balance against the challenges of new technologies

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What about ethics? Ethical is missing. Existing definitions are passive.

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Def of digital literacy needs to be expanded to include/call out data literacy. A definition that embraces literacy and numeracy would straddle both literacy and numeracy aspects of NLNS

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EU Digital Competency framework

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Dig Lit: Where does AI fit ? New and emerging technologies should be included to future-proof the definitions

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Dig Lit: Where does AI fit ? New and emerging technologies should be included to future-proof the definitions

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Digital literacy - Early childhood context 

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Digital literacy - Early childhood context 

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To include children from birth in the definition that exists, insert develop the  ability….

Insert ‘play with’ after create

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Should acknowledge that literacy and numeracy underpin digital literacy.

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Noted that context and function is important e.g. ability of students to engage with betting on sports etc.

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should be considered

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In early childhood, babies and infants will use shapes, colours, numbers, patterns to make sense of their world. Focus on this will build understanding for later and more advanced mathematical concepts

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Access to resources
Definitions need to be more condensed in infographic
What does being literate mean in todays society?
L2LP as a baseline
Everybody needs digital literacy skills. All ages
Include word discerning and critical definition
Digital is an umbrella and is encompassing across all levels
Networking, collaboration, authentication and creative, discern

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Numeracy: Data literacy to extend further to critical data literacy

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Numeracy: Data literacy to extend further to critical data literacy

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Numeracy: Computational thinking and mathematical thinking to be considered.

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Numeracy: Computational thinking and mathematical thinking to be considered.

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Is numeracy an accurate term? Suggestions include changes to quantitative literacy, though group is not all in agreement

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-       Connotation with the word ‘ability needs to be explored. Does this suggest a fixed state as opposed to the potential for development) We also need the include ‘disposition’ to use numeracy. And identity is NB too (i.e that they see themselves as ‘numerate’.)

-       Criticality is NB (decision-making)

-       May be disjoint between definition and what’s happening in schools. Less of a focus on problem-solving and more focus on operations etc.

-       What’s in the Maths book can become the curriculum and may focus on less complex elements.

-       Number sense is NB and having reference to the visualisation of number would be beneficial to include and this would alleviate some apprehension re: ability etc.

-       Computational thinking (focus on processes) and problem-posing also NB.

-       Alignment with broader STEM policies (‘technologies’ is something we use to enhance learning, as opposed to a discrete methodology)

-       A reference to creativity would be important also, moves away from fixed-mindset.

-       The order of points in the definition is important too. Eg. calculate etc comes top of the list and problem-solving much further down the list- optics are important here)

Harnessing numeracy across the curriculum.

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Ethical considerations need to be considered
How children read online is different, skim online and what that means for understanding and comprehensive

What is digital in an early years setting? What does it look like - is it a laptop in every room, is it a pretend laptop in the home corner?
Digital literacy can be facetiming grandparents for communication.
Develop an integrated way with an outcomes based approach.
Needs to include the child's voice.
Majority of early years settings do not have digital tools. Use to find out information. They play using keyboards, old mobiles, credit cards. Play by exploring what does technology look like in everyday life. Need nuanced descriptors to show in practice.
Use of the digital tools to enhance the play. They were not an entertainment.
Children know the technology and how to play it out.
Educators ask questions to encourage children to think deeper - why does it beep for example?

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Programmes dictating practice - leaning towards more constrained practice.

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Education settings are very behind on this

Need for "appreciate" to be included in definition

Should not replace sensory play and interactions

Consideration of both passive and active use

What is appropriate, when

"Safely" and "appropriately" - age appropriate and developmentally

Where are we going with it - purpose of technology - ipads instead of pen and paper, impacting sensory development

It is happening - so how do we manage it

Using technology as a reward

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Digital competency is different to digital literacy.
The students need skills to be critical, to differentiate, to use and understand the sources.
The definition needs to be about ongoing learning for both students and teachers.

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The OECD's definition could be expanded on.
Emergent may not be the best word for the learner, but rather the technology.

Teaching skills of how to navigate what they are interacting with.
Ask young people what they think digital literacy is.

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It strikes us that an info graphic might be a better way to define literacy,numeracy and digital literacy - this could show the cross over between these areas and also allow people to focus in on one area but also all 3 - e.g teaching council definition for teacher's professional learning in cosán

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Maths for pleasure / culture of maths / community of mathematicians

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Maths for pleasure / culture of maths / community of mathematicians

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Numeracy: Query if the use of the word 'numeracy' narrows the scope within the definition and the subsequent understanding and application.

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Numeracy: Query if the use of the word 'numeracy' narrows the scope within the definition and the subsequent understanding and application.

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Problem-solving skills should be forefronted. Mathematic skills and mentions of maths should be backgrounded

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The different methods babies, toddlers and upping children use to communicate list be acknowledged such as gesture, facial expression, tone of voice etc.

It must acknowledged that children communicate through their play, such as art, Mark making, dance, music etc.

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NUMERACY: Access and inclusion is also an issue with this definition - the current definition is very heavily skills-based and could be seen as exclusive

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NUMERACY: Access and inclusion is also an issue with this definition - the current definition is very heavily skills-based and could be seen as exclusive

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Mark making is an important aspect and could be added to express ideas mathematically

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Numeracy: The language needs to be more accessible to a wider audience, students, parents etc

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Numeracy: The language needs to be more accessible to a wider audience, students, parents etc

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Remove day-to-day; be able to interact with concrete materials; be able to use abstract reasoning.

Concrete and familiar first, then abstract.

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Definition should make some reference life long learning given application across early Ed, primary, PP and adult and further Ed

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Helping teachers to identify simple moments when literacy and numeracy can be taught in the classroom

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Encourage a love even before they are using numbers etc

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Futureproofing - strategy needs to be right for engagement. Evidence to parents AND children about the value of mathematics. Mindset. Dispositions of the children.

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Can be translated into applicable practice in primary/post-primary

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NUMERACY: The use of the term numeracy can be seen to be very maths-heavy. Can make it difficult for all teachers to see that numeracy is the business of all teachers

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NUMERACY: The use of the term numeracy can be seen to be very maths-heavy. Can make it difficult for all teachers to see that numeracy is the business of all teachers

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Bullet points need to be reordered to ensure exploration is the first point of learning to reflect babies, toddlers and  young children’s developmental trajectories e.g. explore through senses from birth

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Generalise mathematical terminology and using it from Early Years

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Generalise mathematical terminology and using it from Early Years

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As opposed to framing it negatively "demands" - learn how to make numeracy a positive - instead develop skills, understand concepts which assist them with day to day living

Move away from 2D shapes to 3D shapes (real life items as opposed to colouring in shapes on a page)

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Incorporate critical appreciation for art, music, storytelling - under same or another term?

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Mathematical literacy - would this be more encompassing and in-line with other countries?

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Need to account for neurodiverse children and use an inclusive definition which allows for verbal and visual testing rather that text heavy testing for assessments

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Concrete experiential learning leading to early learners developing dispositions to explore and use numeracy

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Concrete experiential learning leading to early learners developing dispositions to explore and use numeracy

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NUMERACY: The definition could leverage different levels of computational thinking to promote expansion across different subject areas

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NUMERACY: The definition could leverage different levels of computational thinking to promote expansion across different subject areas

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It's more stick than carrot when teaching maths.
Support of parents and the community visibility of maths is key.

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The definition needs to ensure that concrete examples as a key part of the Maths classroom / learning environment. Foundational skills need to be there

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What about the term numeracy? Over-focus on 'number'. Reflected in PISA and SIGMA results. Should it be mathematics?? Who chooses?

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NUMERACY: Is there enough focus on mental arithmetic? Students are not prepared to 'have a go' and the need to be mistake-friendly. This would also help to foster creative thinking

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NUMERACY: Is there enough focus on mental arithmetic? Students are not prepared to 'have a go' and the need to be mistake-friendly. This would also help to foster creative thinking

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Emergent Numeracy focus for early years education

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Emergent Numeracy focus for early years education

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Refer to a child's abilities, interests, identify opportunities, strength based approach. Importance of play to support children's learning in the realm of numeracy.

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Lose the term mathematics (it's a subject) Use the term 'mathematical knowldge'. Use mathematics in a variety of contexts using different tools, all while practicing positive dispositions to enable learners to engage critically in society 

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Lose the term mathematics (it's a subject) Use the term 'mathematical knowldge'. Use mathematics in a variety of contexts using different tools, all while practicing positive dispositions to enable learners to engage critically in society 

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NUMERACY: Issues with literacy can translate into issues with numeracy at 2nd level where students can face problems understanding a mathematical problem which is expressed in words

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NUMERACY: Issues with literacy can translate into issues with numeracy at 2nd level where students can face problems understanding a mathematical problem which is expressed in words

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Disappointing that maths is envisioned as only relevant to 'day-to-day' life. It's much more about long term; driving change; powerful. It's front and centre.

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NUMERACY: Disposition is very important - this should be referred to in the definition, students need to develop confidence around numeracy. 

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NUMERACY: Disposition is very important - this should be referred to in the definition, students need to develop confidence around numeracy. 

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We now need to dump the old and bring in creativity. Now it's about yourself and expressing yourself. We need to avoid. 'I'm no good at maths'.
It's now about using rather than doing it. It's very aligned tom literacy without the joy involved.
The former definition is narrow and specific and focused on the subject without its integration with other subject areas and interdisciplinary relationships.

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NUMERACY: Digital technology is still integral - for example the use of calculators is a key skill

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NUMERACY: Digital technology is still integral - for example the use of calculators is a key skill

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Appreciation for the variety of ways in which information can be represented and the various ways in which knowledge can be assessed

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The term numeracy itself is directly linked with maths

The same approach in terms structure and style is required for definitions of literacy, digital literacy and numeracy

Can you separate out the definitions of literacy, numeracy and digital literacy - e.g. mathematical communication

There are skills which cross over all three so should definitions of these three acknowledge the intersectionality across all three

All definitions should align with language within existing curriculum specifications across all levels (e.g. language of skills, dispositions, key competencies)

Reference to cross curricular learning opportunities in literacy, numeracy and digital literacy important within definitions and will pave the way for engagement beyond a limited number of subjects disciplines

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Mathematical literacy is a better term. It better takes into account all aspects of the concept.
Maths is a language and a way of understanding and conceiving of the world.
.The definition needs to take into account the context of maths in the real world.
Maths teaching needs to be less rigid and more creative.

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Previous definition focused more on functional engagement and use

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Previous definition focused more on functional engagement and use

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Link between adults and children - use of pictorial communication
Remove term ‘complex social setting’ - or do we leave it there? Does it acknowledge where student comes from ?
Literacy/Numeracy/Digital should be defined under umbrella term
Mental maths  - day to day calculations
Practical mathematics - financial management and practical day to day budgeting
Use of digital technology interwoven throughout not only in numeracy
Real life examples

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Lots of time spent on STEM, coding but not basic skills like budgeting. Homework is v text heavy and less practical. Well funded primary schools running programmes like mini companies but not rolled out across the board. Need to think about ALL learners- diagnostic tests are text based, not verbal or visual, so those who may be gifted but struggle with dyslexia for eg may continue to struggle with numeracy. Irish system neurotypical focused - awards given for number of books read etc - not focused on neurodiversity.
Could date very quickly if we are too specific and name skills like critiquing the source of information, critical interpretation of data etc but these skills must be developed as ALL these literacies are so intertwined.

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To critically understand how technology generates algorithms, could feed into digital literacy
Use digital technology
Problem solving is a negative

Less about numbers in early years but more about measuring, pouring, weighing,
Children understand units of measurement, more than the numbers.

The definition presented does cover a lot of this but need to understand what that looks like practically, in practice.

Need to have the capacity to support educators.

It's about the ability to use it confidently and creatively.

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Emergent Numeracy needs to be included

Children need to experience numeracy - 1-to-1 correspondence and it to be made explicit, sign posting children to it (plates handed out one each)

Comparisons and contrasts - what is shorter, longer etc - not don't purposefully often

Include it in routines - sequencing

Intentional pedagogy

Using rhymes

Naming the maths in play - using the maths terminology (example car registration plates)

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Old definition almost threatening, if you're not good at maths, you won't survibe day to day living!

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Important to note that the first step in development of literacy is accessing which should be built upon to focus upon critical thinking 

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Important to note that the first step in development of literacy is accessing which should be built upon to focus upon critical thinking 

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-       Ability to write, process and further communicate missing from current definition.

-       Being able to confidently present information via digital means is NB (filtering into data literacy esp in post-primary context)

-       Critical perspectives/ awareness- making judgements around the veracity of info needs to be included. Being able to filter numerous sources etc.

-       Disciplinary literacy can recognise that literacy is for all.

-       More emphasis on usability, application to real-life situations needed for definition of Literacy

-       Connotation with the word ‘capacity’ needs to be explored. Does this suggest a fixed state as opposed to the potential for development? We also need the include ‘disposition’ to use literacy. And identity is NB too (i.e that they see themselves as ‘literate’)

Broaden out definition to other languages (other languages, sign language, braille, etc)

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Consistency is key - across the documentation. Less opportunities for blurred interpretations.

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Consistency is key - across the documentation. Less opportunities for blurred interpretations.

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Understanding/definition of digital literacy to include data literacy

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We need to define the role of digital literacy in enhancing and enabling literacy and numeracy

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The creativity piece in terms of literacy should not be forgotten over consumption

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To recognise babies and toddlers engagement and experience of numeracy concepts, it means being able and enabled to explore their environment through their senses.

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Queries in relation to incorporating the enjoyment of and engagement with literacy in a definition