Explain this
Exploring Mathematics with Younger Children
Encourage children to range far and wide in their mathematical ability
Key Stage suitability • Explanation |
ATM Non Member* |
ATM Full Member |
|
|---|---|---|---|
 Exploring Mathematics with Younger Children - PDF
Item Ref: DNL067 |
 |
£5.00 | £3.75 |
Add one now and change quantity, if required, in your basket later.
* Non-member price applies to both Associates and non-members.
Exploring Mathematics with Younger Children
A collection of starting points that will encourage younger children to range far and wide in their mathematical activity. Starting points that should more than enable the requirements of the National Curriculum to be met.
In putting together this booklet we set ourselves the task of presenting a collection of starting points that will enable younger children and their teachers to 'range far and wide in their mathematical activity.' In this way the requirements for the National Curriculum for Mathematics can be more than met, with the emphasis upon children constructing their own understanding from a wide range of experiences.
Suitable for early years and KS1.
ISBN 0 900095 83 0
“If mathematics is not seen as restricted to a few conventionally accepted areas of experience, or constrained to follow a simple linear development, the teacher can encourage her pupils to range far and wide in their mathematical activity”
In putting together this booklet we set ourselves the task of presenting a collection of starting points that will enable younger children and their teachers to 'range far and wide in their mathematical activity.' In this way the requirements for the National Curriculum for Mathematics can be more than met, with the emphasis upon children constructing their own understanding from a wide range of experiences.
You can develop each starting point in a number of equally valid ways but we suggest that giving children plenty of opportunity to handle, play with, and talk about the materials is a useful way to begin. Working in small groups or pairs gives greater scope for ideas to be developed, for different questions to be asked, and for alternative ways of working to be shared. Sometimes you will be party to all, and sometimes to only part, of the talk that takes place. There will be moments when your interventions will help children either to make choices and decisions about what to try next or to consider ‘what would happen if?’
In the same way, when it comes to recording work you may on one occasion act as a scribe, on another suggest and discuss a particular format for recording, and on yet another, provide a listening ear. This will enable the children to clarify for themselves if anything needs to be recorded at all, and if so, for what purpose and how. Opportunities for observation and assessment can arise as a natural feature of working alongside children in this way. “Activities should be balanced between different modes of learning: doing, observing, talking and listening, discussing with other pupils, reflecting, drafting, reading and writing”.
On pages 1-18, each main starting point is worked through over a double page spread. Examples of children’s responses to the starting point are given to provide a flavour of the kinds of things that can happen. Some suggestions as to possible directions to explore are provided for you to have in mind but not necessarily to use. On each spread, a second starting point is outlined which allows the children to meet some of the same mathematics as in the main starting point but embedded in a different context.
On pages 19-26, each page presents two distinct main starting points and some suggestions for directions to explore.
