Developing Numerical Reasoning

30 CQFW Credits at Level 7​​


Improve classroom practice through a focus on numerical reasoning and problem solving by:

  • Reflecting on current practice and recent research
  • Developing action inquiry research techniques to use and capture qualitative and quantitative information
  • Action inquiry research using elements of numeracy in the national Literacy and Numeracy framework
  • On-going analysis and evaluation of own and learners' classroom processes and learner outcomes through data interrogation and qualitative techniques including learner voice
  • Defining next steps for improvement in terms of own practice.


​Indicative Content

  • Problem solving and critical thinking in the classroom
  • Planning for action inquiry research through analysis of own school data
  • Using number skills to develop learners' numerical reasoning
  • Using measuring skills to develop learners' numerical reasoning
  • Using data skills to develop learners' numerical reasoning

All of these to include tutorials, seminars, review of recent research, analysing learning through case studies, video clips of classroom practice, the design, preparation and delivery of a reflective electronic journal and summarising dissertation.

Learning outcomes

On successful completion of this short course, students should be able to:

a) Within their reflective electronic journal, evidence they can:

  • critically analyse and evaluate own practice to define and follow through own next steps for Improvement
  • critically discuss problem solving and critical thinking techniques and apply these to everyday classroom practice
  • relate theory to practice when devising, synthesising and developing rich numerical reasoning learning opportunities for use in the classroom
  • demonstrate knowledge and critically discuss techniques employed to deconstruct numerical reasoning, and apply these in the classroom
  • apply understanding of progression in numeracy skills, and in particular numerical reasoning, to plan for, and effectively deliver, rich learning opportunities in the classroom
  • critically analyse learners' outcomes, qualitative and quantitative, over time in order to assess their position and plan next steps for improvement.

b) Within their dissertation, evidence they can:

  • demonstrate knowledge and critical understanding of established theories in terms of the learning of numerical techniques and processes
  • critically discuss to demonstrate knowledge and understanding of progression through the numeracy strands and elements in the national Literacy and Numeracy framework
  • critically analyse learners' processes when carrying out rich activities in order to assess their current position and plan next steps for improvement

c) Overall students should effectively communicate processes, findings, analyses and outcomes in a variety of forms through their on-going electronic journal and dissertation – bringing together theory with practice.

Course dates – TBC

Location - school, home, virtual contact and face to face tutorials

Fee - £550 plus VAT

Further information and enrolment details - Julie Addison