Early-Childhood
Thanks!
> -----Original Message-----
> From: Early childhood academics and practitioners. [mailto:EARLY-
> [log in to unmask]] On Behalf Of Maulfry Worthington
> Sent: 25 February 2004 14:30
> To: [log in to unmask]
> Subject: Re: [EARLY-CHILDHOOD] National Numeracy Strategy/creativity
>
> Early-Childhood
>
> Thanks Jo - here is the ref. for our book.:
> Worthington, M. & Carruthers, E. (2003) Children's Mathematics: making
> marks, making meaning' Lonodn: Paul Chapman Publishing.
>
> I am also emailing some papers /articles we've written to a couple of
> others
> in this discussion forum, so will send them on to you (it will be at the
> weekend, i suspect - snowed under at the moment)!
> best wishes,
> Maulfry
>
> We have been researching children's early mathematical graphics from 3 -
> 8,
> for some years.
> ----- Original Message -----
> From: "Jo Nye" <[log in to unmask]>
> To: <[log in to unmask]>
> Sent: Wednesday, February 25, 2004 10:15 AM
> Subject: Re: [EARLY-CHILDHOOD] National Numeracy Strategy/creativity
>
>
> 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
> --------------------------------------------
> 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 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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