Early-Childhood
Hi Maulfry,
This all sounds really interesting. Have you published this work? If so can you send me some references that I can follow up?
Thanks, Jo
Dr Joanna Nye
Research Associate
Assistant Editor, DSRP
--------------------------------------------
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Telephone : +44 (0)23 9285 5330
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The Down Syndrome Educational Trust
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A charity, registered in England and Wales,
number 1062823.
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http://www.downsed.org/
http://www.down-syndrome.info/
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> -----Original Message-----
> From: Early childhood academics and practitioners. [mailto:EARLY-
> [log in to unmask]] On Behalf Of Maulfry Worthington
> Sent: 24 February 2004 23:21
> To: [log in to unmask]
> Subject: Re: [EARLY-CHILDHOOD] National Numeracy Strategy/creativity
>
> Early-Childhood
>
> May I just pick up on Jo's comments about the use of specific visual
> materials for mathematics? In the research I have carried out with a
> colleague for a number of years, we found that the children's personal
> visual images are of considerable importance in supporting their
> development
> of the abstract symbolism of standard mathematics - which for young
> children
> is like an alien and foreign language. We believe also that this is so for
> all children (I've taught in special education as well as many years in
> early years).
>
> We have found that the key to this, is supporting children in making their
> own thinking explicit, by providing rich opportunities and inviting them
> to
> 'put something on paper to show...' their thinking/understanding. By
> avoiding words like 'draw', 'write', 'use numbers' and so on, children are
> free to make their own choices and decisions about how they will explore
> their understanding on paper. This enables children to build on what they
> already know and understand and use their own marks - which allows they to
> become what we term 'Bi-numerate'. We believe that this also happens in
> young children's early writing and drawing, music and science - and all of
> the symbolic/graphical 'languages'. This is only possible when we open the
> window on children's full potential - and being free to represent in
> personal ways on blank paper allows this. Children's repsonses are highly
> creative when working in more open ways.. However, there is also a very
> active role for teachers in this.
>
> Our work supports the Curriculum Guidance for the Foundation stage (3-5
> years) and the National Numeracy Strategy (now Primary Strategy) - we have
> both also been NNS consultants and have lectured in Early Years and
> Mathematics Education.
>
> Would it be too much to hope that the drive for 'creativity' will be
> realised - not in terms of the arts alone - but in all areas of learning,
> inclduing mathematics?
> Maulfry
>
> ----- Original Message -----
> From: "Jo Nye" <[log in to unmask]>
> To: <[log in to unmask]>
> Sent: Monday, February 23, 2004 4:48 PM
> Subject: Re: [EARLY-CHILDHOOD] National Numeracy Strategy
>
>
> Early-Childhood
>
> Hi Glenda,
>
> I'd be interested to hear how your project progresses, as the role of STM
> in
> number skills has been one issue I have become interested in - my main
> area
> of research is number skills in children with Down syndrome, and auditory
> STM is a specific area of weakness for them.
>
> Your question made me think about some of the work I've been involved in
> and
> while this is not quite answering your question, I thought you and others
> on
> the list might be interested in a scheme we have come across -
>
> Have you come across the Numicon approach to teaching number skills? It
> has
> been devised by Tony Wing a maths lecturer at the University of Brighton
> along with some primary school teachers. The scheme makes use of very
> visual
> materials, and the whole teaching structure is connected to the NNS. Tony
> conducted some research assessing the effectiveness of the scheme which
> produced positive results. Details of the scheme and the research study
> can
> be seen here:
> http://www.numicon.com/
> http://www.beam.co.uk/pdfs/RES04.pdf
>
> In general the scheme does not make use of much written recording until
> Year
> 1, but the materials really allow the children to explore their thinking
> in
> a concrete way, and you can see this thinking going on.
>
> I'm just coming to the end of a year long evaluation study of it's use
> with
> children with Down syndrome - so far it's looking positive, and reports
> back
> from the staff using it in schools is very positive. Some of them have
> also
> tried with other children (in mainstream and special schools) who are also
> struggling with maths, and again reports have been very positive.
>
> Jo
>
> Dr Joanna Nye
>
> --------------------------------------------
> E-mail : [log in to unmask]
> Telephone : +44 (0)23 9285 5330
> Facsimile : +44 (0)23 9285 5320
> --------------------------------------------
> The Down Syndrome Educational Trust
> --------------------------------------------
> A charity, registered in England and Wales,
> number 1062823.
> --------------------------------------------
> http://www.downsed.org/
> http://www.down-syndrome.info/
> --------------------------------------------
>
> > -----Original Message-----
> > From: Early childhood academics and practitioners. [mailto:EARLY-
> > [log in to unmask]] On Behalf Of Glenda Pennington
> > Sent: 19 February 2004 16:40
> > To: [log in to unmask]
> > Subject: [EARLY-CHILDHOOD] National Numeracy Strategy
> >
> > Early-Childhood
> >
> > Hi,
> > I am hoping someone can point me in the direction of some balanced
> journal
> > articles about the NNS, particularly recent ones. I am a psychologist
> > researching short term memory and the development of maths skills in 4-7
> > yr olds and I want to incorporate some research about the NNS.
> >
> > I have the offcial documents from NFER and the govt websites, however,
> > every teacher I talk to has an opinion that seems to contradict
> > the "official" stance on the effectiveness of the NNS.
> >
> > While most of the teachers I talk to accept that the NNS does work for
> the
> > most part, it seems that most of them also think that certain parts are
> > not working for the children or the teachers.
> >
> > I am finding that most of the published research is weighed more on the
> > positive side, and doesn't provide a balanced view.
> > If you have any opinions on this or know of some articles that might be
> of
> > use, then i'd be glad to hear from you.
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