Young Children Learning Mathematics
Learners are entitled to teachers that recognise them as such, and who tune in to how they think
Key Stage suitability • Explanation
- FS
- KS1
- KS2
- KS3
- KS4
- FE
- HE
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A collection of articles about the learning and teaching of mathematics with our youngest children. The articles making up this book were published in Mathematics Teaching during 2001 and 2002. All are original and related to the learning and teaching of mathematics with children aged between 3 and 7 years.
Learners are entitled to teachers that recognise them as such, and who work at tuning in to how they think. The articles contained here are evidence of this.
Practical classroom activites are written about and authors describe the level of mathematics the children are capable of achieving.
Some authors consider mathematics for young children in a wider context.
ISBN 1 898611 23 8
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Contents
6 is Not Odd and 13 Is - Jane Bovey and Barbara Allebone
How Many Snow People? - Penny Latham
Finger Maths - Jeanette Harrison and Matt Strevens
Who is Doing the Thinking? - Ken Saunders
Handshakes and Number Bonds: Proof at Y1 - Kath Halfpenny
Serendipity and a Special Need- Tony Wing
Fantastic frogs!- Kym Scott
Developing Mathematics Out-of-Doors- Judith Stevens and Kym Scott
Mathematical Adventures in Role Play- Constance Tyce
Money and Shops: Role Play and Real Life- Rose Griffiths
Can I Still Play When I am Seven?- Anne Desforges
Discussions on Children’s Learning
The Baby With the Bath Water- Ruth Merttens
Attitude is Everything- Zoe Rhydderch-Evans
The Importance of Trialling- Sheila Ebbutt
The Place of Using and Applying Mathematics- Alison Price And Ks1/2 Working Group
Some Elements of Proof in KS1 Shape and Space- Marjorie Gorman
Encouraging All Learners To Think- Liz Bills, Penny Latham And Helen Williams
Family Numeracy: Bound by the BSA- Jean Millar
A collection of articles about the learning and teaching of mathematics with our youngest children. The articles making up this book were published in Mathematics Teaching during 2001 and 2002.
All are original and related to the learning and teaching of mathematics with children aged between 3 and 7 years.
ATM is an association of teachers; we are all able to make a contribution to the craft of teaching.
Mathematics Teaching articles do not represent an ‘official’ view on the teaching of mathematics, whatever that may be. Contributors are encouraged to express their personal views on the teaching and learning of mathematics. Within this collection you will find a range of views and opinions represented, touching on a wide range of issues; including a particularly timeless article first published in 1977 (Ken Saunders,'Who is doing the thinking?', page 8) [1].
What all contributions have in common is that they are all primarily concerned with how I, as a teacher, interact with children, how I support children thinking and talking mathematically, and how I respond to what I see and hear. Articles that focus on how children learn raise issues that are relevant to all ages and stages of the learner.
ATM is proud of its tradition of encouraging reflection and discussion on current practice. This is based on a longstanding belief that it is developing the habit of reflection on one’s own practice that is the key to becoming an effective, questioning, continually developing, increasingly confident and articulate professional.
"There is only one instrument in research to find answers. One instrument. And that is to raise questions." - Caleb Gattegno, talking to the ATM Easter Conference, 1988.
When I was a young teacher I was set a particularly sobering task. I was asked to observe some children I knew well, engaged in being mathematicians - and to intervene as little as possible. To my horror, my resulting tape-recording of a group of my reception children working together demonstrated that my interventions were more frequent and more intrusive than I intended. How do we learn different patterns of behaviour? I started by talking to others about what I was doing and what I was seeing. In putting together this collection of articles, the editors hope there is something here that will stimulate discussions of this sort and be a means of encouraging reflection and discussion with colleagues on our practice.
Reading accounts of what has happened in other classrooms, with other children can cause us to ask: "1 wonder what would happen if 1 tried that with my children?" We hope you leave this book with some questions of your own.
Learners are entitled to teachers that recognise them as such, and who work at tuning in to how they think. The articles contained here are evidence of this.
As we begin the 21 st century, there are many challenges. At times such as these, with the ever-increasing number of publications claiming to ‘deliver’ mathematics, many emanating from government bodies; alongside an ever-growing mound of top-down decrees; plus the pressures of too-frequent testing and the subsequent comparison of results, it is difficult to retain a sense of what is important. We must continue to question and critically judge both materials and dictats. The current national focus is on what we provide - the resources, the time we spend, the ‘what’ of teaching; this will pass. In time, our focus will move back to how children learn and to how we influence children’s attitudes to learning through what we say and do. This collection contains glimpses ofstimulate some mathematics.
Classroom action and discussions that help us reflectRole-play upon our own situations and form our own opinions; to speak out against what is inappropriate.Role-play is a particularly effective context for developing some rich mathematical experiences. Here we must celebrate both the complexities of teachingare descriptions of how we might use this.
