Early-Childhood
Hi Glenda!
Whilst I haven't done any research directly on the NNS, I have been working
with a colleague for some years, researching children's 'written'
mathematics. Whilst the strategy specifically recommends that children 'put
down something to show' their thinking - use thier own ideas and choose how
to represent their maths - there is very limited understanding of how this
might be achieved by teachers. QCA's book 'Teaching Written Calculations'
outlines the strategy's thinking on this.
The biggest block to effective understanding of the abstract symbols and
algorithms of mathematics, is, we believe due to a number of factors
including the universal dominance of worksheets (which prevent children
building on their early understanding - literally, preventing them form
making meaning). In terms of the NNS, another problem for young children is
that almost all Numeracy consultants (now Primary Strategy consultants) have
backgrounds in either KS2 or KS3 and therefore poorly understand the
development and needs of children from 3/4 - 8). Another big problem is that
those who wrote the NNS documents and guidance for teachrs themselves also
lack in-depth knowledge, experience and understanding of working with very
young children. The result is that we have a 'top-down' curriculum that is
less effective than it might be in helping children understand and use
mathemaitcs with confidence.
At the heart of our research is analysis of 700 examples of children's early
'written' maths, which resulted in the developmetn of a number of categories
that show children's broad development from early scribbles, through early
written numerals and calcualtions. The examples come from children's homes,
nursery classes and the bulk from Reception and KS1 classes. We have also
carried out research with parents adn teachers adn in one large study,
analysed responses from almost 300 teachers from 4 different areas of
England, concerning their practice in repsect of 'wriiten' mathematics.
As an outcome of our research we published a book last year 'Children's
Mathematics: making marks, making meaning' (pub: Paul Chapman). I'd be happy
to email you a few of our recent articles / papers, if this would be of
interest to you.
Best wishes,
Maulfry Worthington.
----- Original Message -----
From: "Glenda Pennington" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Thursday, February 19, 2004 4:40 PM
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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