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
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Telephone : +44 (0)23 9285 5330
Facsimile : +44 (0)23 9285 5320
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The Down Syndrome Educational Trust
--------------------------------------------
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 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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