Unit 10 mathematics week 2

23,5,12,3,15,13,5, 20,15, 13,1,20,8,5,13,1,20,9,3,19.

MATHEMATICS IS AROUND US

• How do we use mathematical skills everyday?

MATHEMATICS IS AROUND US

• How do we use mathematical skills everyday?

• Shopping• Pouring a drink • Filling a bowl or plate with food • Placing objects down • Picking objects up

• The list is endless

QUOTE FROM DOE

• Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject

AREAS/STRANDS OF MATHEMATICS

• EYFS• Number, shape and measures

• Primary Framework for Mathematics • Using and applying mathematics• Counting and understanding number• Knowing and using number facts• Calculating• Understanding shape• Measuring• Handling data. Sept 2013

UNDERSTAND CHILDREN’S MATHEMATICAL DEVELOPMENT

Research and rediscover Piaget’s constructivist theory – 20 minutes

Look at the stages and link these to maths knowledge learnt – use worksheet provided for your answers.

UNDERSTAND CHILDREN’S MATHEMATICAL DEVELOPMENT

• Linked to Cognitive Development

Schema Stages

Stage 1 Assimilation

(child builds a theory) This is a cat

Stage 2 Equilibrium

(everything seems to fit this theory) Still a cat

Stage 3 Disequilibrium

(something happens to cast

doubt on the theory) Cat???

Stage 4 Accommodation

(new information is added into

the schema) These are all cats

PIAGET

• In assimilation, the individual absorbs new information, fitting features of the environment into internal cognitive structures. In accommodation, the individual modifies those internal cognitive structures to conform to the new information and meet the demands of the environment.

• A balance is maintained through equilibration, as the individual organizes the demands of the environment in terms of previously existing cognitive structures.

• A child moves from one stage of cognitive development to another through the process of equilibration, through understanding the underlying concept so that the understanding can be applied to new situations. Equilibration is a balance between assimilation and accommodation

WHAT ARE THESE WORDS?

‘FIND THE DIFFERENCE’‘arrange in order’

‘read the table below’‘PATTERN

’

‘more’

‘less’

‘Double’

‘subtract’

‘THE SAME’

‘match’

DESIGN A POSTER

• In pairs design a poster that will help children to acquire mathematical knowledge terms

STARTER

Write down as many children’s rhymes and songs you remember that have numbers in them.

Remember that mathematics in the early years is broken down into numbers, space, shapeand measures. It is important for children to know the sequence for counting and understanding numbers and calculating.

NUMBERS

MEASURE

SHAPE

SPACE

BASIC PRACTICAL SKILLS IN EARLY MATHS EXPLORATION

Identify and describe the skills needed and the purpose for these skills using the worksheet provided.

IMPORTANCE OF EARLY MATHEMATICAL SKILLS

• Theories and research have supported practitioners to know the importance of early mathematical skills.

• Skills such as:

• Matching and one to one correspondence• Pattern making • Sorting • Counting and ordering • Recording

CREATE AN ACTIVITY TO HELP CHILDREN TO EMPLOY A RANGE OF STRATEGIES

BUILDING CHILDREN’S CONFIDENCE. WHAT IS BEST PRACTICE? STARTER

RESEARCH HAS SHOWN THAT THE PRACTITIONER PLAYS A HUGE PART.

Provide a positive attitude

Provide fun

methods to learn

Engage all

children

Introduce tasks in a way that

stimulates

Ensure understanding

of concepts

Make opportunities to explore

mathematics

Promote independence

DIFFICULTIES

If children have not had the opportunity to fully understand a concept before moving to the next they will face difficulties

Children can quickly start to feel that they cannot ‘do’ maths and lose confidence if they find it challenging.

GOOD PRACTICE

• Ensure children have understood the concept – consolidate

• Ensure children have understood the meaning of specific language

• Talk to children about their understanding

• Break it down to manageable chunks

• Do not let it be too challenging that children become un confident, dislike mathematics or find it difficult.

UNDERSTAND HOW TO SUPPORT CHILDREN’S MATHEMATICAL DEVELOPMENT

Why is it important you are linking activities to the children’s experiences?

Consider you were setting up a morning session with young children, what activities would you plan?

Highlight what mathematical skills you would be promoting.

Board games

Environment

Making patterns

Water and Sand Play

Timers to count down tidy up,

tasks.

Singing and stories

Role play area

Cooking activities

Trips

Incorporate mathematical

concepts

IT activities KS1 KS2

Sorting activities

Matching activities

DESIGN AN ACTIVITY CONSIDERING EYFS A UNIQUE CHILD

Consider the EYFS and use examples from placement to select activities for children that support the development of numbers and space, shape and measures development. Choose four appropriate activities, for children across the age range and in different settings, you must give reasons for your choice of activities.

CHILDREN’S LEARNING OF MATHEMATICS - STARTER

What will your role be?

In your groups discuss the role you have been given as to what you would witness in practice.

Can you relate to using these strategies in your own practice?

Did you use these strategies effectively?

CHECKING CHILDREN’S UNDERSTANDING TO INFORM PLANNING

In your groups discuss the following points:

How do we gain knowledge of children’s mathematical knowledge?

When do we check children’s mathematical knowledge?

How will you use the information you have collated?

YOU WILL NEED TO CHECK AND KNOW

• Children’s level of attainment

• You may target set, particular children to support their attainment

• Check children’s understanding and consolidate concepts

• Ensure activities are tailored to meet the needs of your children and provide appropriate challenge to them.

THE PLANNING, TEACHING AND EVALUATING CYCLE

Planning

Teaching Evaluating

METHODS TO ASSESS CHILDREN’S MATHEMATICAL UNDERSTANDING

Observations

Practical Tasks

Questioning

Summative Assessment (EYFS profile, SATS)

WORKING WITH PARENTS

How did your settings work with parents?

GOOD PRACTICE

• setting up a system of home study; • helping parents understand the sequencing of

mathematical skill development; • suggesting materials and activities that are

entertaining and suitable for their child's level and which can be done in a reasonable amount of time;

• providing clear guidelines on how to use materials; • giving feedback on the successes and failures of home

activities; and • knowing when to stop working with a child on an

activity so that a good working relationship is maintained.

AND FINALLY ………..

Assignment brief

Qualification BTEC Level 3 National Diploma in Children’s Play Learning and Development

Unit number and title Unit 10: Supporting Children’s Literacy and Numeracy Development

Assessor name Sharon Chadd

Date issued 20th October 2014

Deadline 1st December 2014 (Summative)  

WHAT ARE YOUR STRENGTHS AND WEAKNESSES IN MATHS?

Children will not acquire mathematical understanding evenly across the different areas of

mathematics