About the new LCA Maths workbook series
Each workbook consists of a collection of mathematical case studies, reflecting the themes of the units in the module.Each case study is 4-5 pages long and should take the student 1 hour to complete. Each study follows the structure and colour coding shown in the Key Assignment graphic, in the NCCA’s revised Module Descriptor (page 17).Mathematical Concepts and Skills (MCS) 1-5 (pages 20-21 of Module Descriptor) are incorporated into the case studies as are the learning outcomes for each unit. Differentiation is facilitated by providing an optional section called “Further investigation” at the end of each study.Guidance, templates (content free) and sign off sheets are provided for the Key Assignments (KA). A KA can be a case study chosen from the workbook or one where the content is generated independently by the student. These will constitute the student’s Portfolio.Click below to view two sample case studies from LCA Maths 1 “Mathematics and Planning”:UNIT 1 Budgeting: Case study 1.10: To investigate and use a histogramUNIT 2 Research and planning: Case study 2.1: To prepare a budget for furnishing a child’s bedroom
The workbooks were written by Jackie Pierce and Adrienne Webb, both of whom are highly experienced LCA Maths teachers at St Michael’s Holy Faith school in Finglas, Dublin. Jackie is also an LCA Coordinator.
A word from the authors about LCA Maths and the workbooks
Everyone can do maths and everyone can enjoy maths. The LCA syllabus is designed to be hands-on, student centred, practical maths. Students learn by doing, making mistakes (that’s ok) but above all by engaging in their own learning. LCA Maths is really maths for living and more. It developes numeracy skills needed for everyday life. The ‘Project Maths’ aims to make maths more relevent to life and focuses on understanding rather than learning off by heart…….looks like LCA Maths when initiated many years ago was ahead of it’s time!
The workbooks – the contents page of each workbook can be used to tick off work done, so progress can be seen. Each worksheet is a stand alone piece so work is divided into bite-size achievable units. The student is guided through the processes required by a ‘step by step’ or ‘working frames’ approach. On conclusion of each worksheet the student is asked – “what have you done?” On answering this, the student gains a sense of achievement, progress and ownership.
The use of IT has been integrated into the workbooks where computers are used as a learning/research tool. Cross-curricular links are made with other subjects – Science, Catering, VPG, Leisure, etc. These links blend into certain topics of the maths syllabus naturally. There is a final reflection at the end of each module. Here the student assesses their own learning. There is a facility to establish a ‘Word Wall’ or a ‘Bank’ of new maths words, aiming to improve maths literacy.
The design is student friendly and visually appealing. It is in tune with the students’ interests. The workbooks are totally reflective of the syllabus. They will prepare students for adult and working life. The final exam preparation has not been forgotten and is integrated into the content of the workbooks but it was not the main driving force.
When using these workbooks it is hoped that:
Teaching and learning is made interactive, enjoyable and natural
The students become engaged with their own learning
Assessment for learning is taking place in the maths class
Independent thinking of the student is encouraged
A desire to research and learn more is developed