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Supporting Mathematical Development. Karen Sheppard, Blaise Primary and Nursery School Karen.sheppard@bristol.gov.uk. 100 fish fingers!. Aims of session. Your aims? To explore mathematics in the context of the new EYFS To introduce Mathematical Graphics
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Supporting Mathematical Development Karen Sheppard, Blaise Primary and Nursery School Karen.sheppard@bristol.gov.uk 100 fish fingers!
Aims of session • Your aims? • To explore mathematics in the context of the new EYFS • To introduce Mathematical Graphics • To explore opportunities to identify and support mathematical development within the setting
Albert Einstein (1879-1955) “Do not worry about your difficulties in mathematics, I assure you that mine are greater.”
Where did the journey start? • Felt stuck with PSRN • Found little training and guidance available • Vague assessment scale points • Not enough children attaining Scale Point 8 in PSRN ‘Uses developing mathematical ideas and methods to solve practical problems’ • Couldn’t identify how to improve provision and practice
Mathematical GraphicsChildren’s Mathematics – Elizabeth Carruthers and Maulfry Worthington • Recording vs representing thinking • If you give someone a method to solve a problem, they are no longer solving a problem. • Support children in using their own representations then provide direct links to abstract symbols • Children make their own graphics to make mathematical meaning. They use drawings, pictures, all sorts of tallies, signs and symbols to represent their mathematics
"Children must be supported in developing their understanding of Problem Solving, Reasoning and Numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. They must be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use."EYFS 2008
L During planning time explored the whiteboard and pen. He made a mark on the board and said a number name with each mark “look I’ve got all the way to 61! I’m good at numbers so I can go up to 100!” L continued to add marks and count “now I am on 92, that’s not much left.” he continued and when he got to 100 he changed his mark into ‘100’ “there I done it.”
During planning time got out sorting people, clipboard and paper. Sat for 25 mins placing sorting people onto the clipboard. M then got out some paper and using a pen made a mark while looking at each of the sorting people. He then drew a box around a group of the marks. When an adult asked M about his graphics he responded “I showed all those people on there and that is what all the lines is and those in that box is the ones I counted and I don’t get mixed up. There is about 1000! That’s loads!”
Planning time outside D – Look O we made bed O – Yeah it need longer for your feet D – Yes longer cos I get bigger bigger now I nearly 5! Began to move bricks around to make ‘bed’ longer. They noticed adult. D – Hey Miss S look our bed! O – You cant fit, you too big D – Yes and taller MS – I wonder if you could make a bed for me? D – Yes we can. Come on we need to move it They moved the bricks around and added more to the end of the ‘bed’ O – Come on make it longer longer longer D – We need some more bricks O – And there is one for the pillow! Lie down then Miss S D – See ta da! Now it fits! When adult left children led down on the ‘bed’ O – Look two children fit on Miss S bed!
A – planning time Got out chalk and began making marks on the floor. She remained focused on her task for 20 mins. As she was making her marks she was saying number names. When she had finished she explained “Look that the big big huge spider web. That the spider big big and lot a lot a lot legs. It loads and that all flies, it catch lots see 1, 2, 3, 4, 5…12, 13, 14!”
Mathematics through stories Stories can: • Promote the use of mathematical language • Explore a range of mathematical concepts • Encourage children to take concepts introduced through stories into the wider environment
Mathematics through stories • Goldilocks and the 3 Bears • The Three Billy Goats Gruff • Where’s my Teddy? • One is a snail ten is a crab • The Doorbell rang • Dear Zoo • Handa’s Surprise • The shopping basket
Travell finds 40 and counts in 2’s Tyrees finds 110!
Every day routines and children’s interests • The Problem! We are going to do some planting and have some seeds but we want to make sure we can all plant the same number so it is fair. We have23 seeds how many can we have each? (6 in the group)
Snack time • During snacktime (8 children, 1 adult) K said “do you know I had 4 biscuits today, 4 biscuits! And Kyle had 4 biscuits” adult replied “wow 4 biscuits, I wonder how many we would need if everyone had 4 each” K “that would be loads” and another child started to count pointing to each child 4 times. What is the role of the adult next?
