Teaching in the early years 13 10 16 Joe Lockwood

In todays session; Understand how children’s mathematical skills develop Understand how curriculum subjects including core literacy, mathematics and science can be developed through cross curricula links Identify a range of appropriate considerations when planning an early years session Understand the necessary health and safety procedures involved in planning

Problem Solving, Reasoning & Numeracy

The Importance of Counting Counting is a child’s first experience of number and maths Learning to count can support understanding of the number system It’s one tool for calculation strategies Counting backwards is no more difficult than counting forwards Counting should happen every day regularly (with a real-life context)

Alphabetland The new number names are A, B, C, D, … You must not ‘translate’ these number names into the banned number names one, two, three… Count together Can you count by yourself? Can you count from L to T? Can you count back from G? Can you count back from P? Can you count in Bs?

Alphabetland – Subitising How many are here? Links to conservation of number Children need to practise ‘subitising’ (visual recognition of grouped patterns) in both regular (eg on a die) and irregular arrangements).

More and less concept A child has a packet of sweets and eats them all. He asks for more. You give them 1-2 more sweets. The child sulks, as they were expecting another packet. Their understanding of more was more than original quantity (one whole packet), but you actually gave them less. It will take a while for children to fully understand the concepts of more and less.

Acquiring the language of number A good game to play: 10 nice things With a partner, choose 10 nice things Take turns to roll the die You are allowed to ask your partner for the number of things on your die roll Try and keep track of the number of things that you and your partner have The winner is the first to get all the things

The ‘How to Count’Principles A short video explaining Galman and Gallistel’s (1978) ‘How to Count’principles, with a little help from Sesame Street…… https://www.youtube.com/watch?v=8PZSOF45NEY

Gelman And Gallistel (1978) The ‘How to Count’ Principles The 1-1 principle The stable order principle (the number system has a regular order. Children are able to count, but the correct order is not yet definite, eg, 1,2,3,4,5,6,8,9,10) The cardinal principle

Gelman And Gallistel (1978) The ‘What to Count’ Principles The abstract principle The order-irrelevance principle

Oral Counting - development Children will say numbers from a very early age. Fuson identified 5 stages in the early development of the word sequence String level – a continuous sound string (rote counting only; no idea of numerical value) Unbreakable list level – separate words, but the sequence can’t be broken and always starts from 1 Breakable chain level – child learns to be able to start at any point which is essential if they are going to be able to count on (ie, has 4+1, they say “4, 5.” Numerable chain level – sequence, count and cardinality are merged, so if you are counting from 3, then 3 is the first number, 4 is the second number… Bi-directional chain – child can say the numbers in either direction and start at any point Cardinality- In mathematics, the cardinality of a set is a measure of the "number of elements of the set". For example, the set A = {2, 4, 6} contains 3 elements, and therefore A has a cardinality of 3.

Oral Counting and Counting Objects Recitation Rote counting Counting objects Enumeration Counting how many Counting ‘things’ (though they can be abstract)

Making connections Haylock and Cockburn (2008) Symbols Language Pictures Concrete Experiences Children cannot be proficient and good users of numbers, until they have all four areas. If they are not supported by staff and the environment, children will not become proficient.

Number Sense Challenges Numbers are abstract ideas Numerals are arbitrary symbols Where do you see numerals that do not relate to their numerical amount? Traffic signs; does a 40 speed sign mean 40 signs/cars etc? House number – does it means 33 people live there? Children need to understand when numerals relate to quantity, and when not

Calculating Do we have to wait until children are proficient at counting before we introduce them to calculating? Calculating should be taught alongside counting. Children can be calculating with amounts larger than they can count to (more and less)

Early Addition Skills in early addition Counting all Counting on from the first number Counting on from the larger number Using a known addition fact (eg, 2+3=5) Using a known fact to derive a new fact (eg, 2+3=5, so 2 and 3 more = 5, or 3+2=5) Using knowledge of place value Place value – the numerical value a digit has by virtue of its position in a number, ie the 5 in 50 or 5500

Addition Skills Count all 1,2,3 4,5,6,7,8 3 + 5 = 8

Addition Skills Count on 3…4,5,6,7,8 (“it’s eight”) 3… 6 7 5 4 8

Addition Skills Counting on from the largest number 3 + 5 = 5…6,7,8 (“eight”) 5… 6 7 8

Calculating In conclusion: Structured imagery can support children in developing early calculation skills and can support children in learning to calculate without counting Children need to be supported in developing counting on strategies for themselves

Real-life maths Cooking (measuring, timing, temperature) Gardening DIY (measurements, electrical wattage) Shopping (money)

Some issues to consider when using and applying mathematics The activity needs to be real for the individual child This will vary from child to child The activity needs to motivate the child We need to: Be clear about the specific mathematics we are teaching Identify, build on and reinforce existing skills Help the child to see the mathematics Be able and help the child make links within the mathematics and across a variety of scenarios Don’t forget to make it FUN!!

What do we need to consider when planning for teaching in the early years? Work on your own, list all the things you may need to take into consideration. One point per post it note – 5 mins Work with a partner, share your ideas. Had they considered different areas? What were the similarities? Can you group the points into different categories and give them headings? – 5 mins Whole group feedback to compile a central list – 5 mins

Task Working in groups, you will plan a micro-teach session to deliver to the rest of the group. You should both make equal contributions. Your session should last approximately 15 minutes You will teach the rest of the class about how the curriculum area you have been given to investigate can be developed through a cross-curricular approach. This could be general or a specific example, and could include tasks and activities A range of creative materials will be made available for your use