Chloe 1
Chloe Richards
Unit 10- Supporting emergent mathematics.
2.1 Explain how to create an environment which supports children’s emergent mathematics.
2.2 Explain the role of the EYP when meeting current framework requirements for mathematics.
2.1
In order to understand mathematics, children will need to develop-
· Mathematical ability-
This may include predicting, hypothesising or estimating- children will come up with theories based on little or no evidence.
· Mathematical language-
This is a way of expressing mathematical ideas. This language uses specific words in order to communicate what functions are taking place.
· Abstract thought-
This is thought using the imagination and symbolic representation.
In order to create an environment that will support children’s learning of emergent mathematics, it will need to be well resourced and carefully planned out. Outdoor and indoor environments should provide-
· An area that children can practise representation of mathematical ideas by mark-making or producing mathematical graphics. Provision may include-
– Clocks.
– Calculators.
– Fake or real money.
– Stamps.
– Number lines.
– Rulers and tape measures.
· Mathematical learning plans which will take into account that each child has different interests that will change over time.
· Opportunities for mathematical problem solving- the environment should encourage children to at least have a go at different activities and to solve problems with a creative mind-set.
· Mathematical ideas in real-life- this may be shown during role play e.g. shops, petrol stations or the woods and the beach.
· Books, stories or rhymes which display mathematical ideas and concepts. Rhymes and songs are particularly effective with babies and toddlers.
Resources should also be provided for children with additional needs so they can also learn from the environment, e.g. large print number lines/cards.
In the setting, there will be a daily routine which will present lots of opportunities for mathematical learning, this may include-
· Snack and lunch time-
Counting cutlery, cups, plates or items of food. Discussing the shapes of items needed such as plates, or the amount of items needed such as how many chairs.
· Tidy up time-
Practitioners may be able to ask children questions such as; is there enough space for all the dollies in that cot? Or how many books can fit in that basket?
· Water play-
Children can be involved in the process of setting up the water tray and may use different mathematical concepts such as counting how many toys they put in.
· Sand tray-
Talking to children while they play in sand (or water) may introduce new mathematical concepts such as volume, measure, capacity etc.
Number lines-
Number lines can provide children with a mental approach towards subtraction and addition. It is natural for children to make the step between counting to basic addition, however there is a crucial step in between- this will arise when children learn that they don’t always have to count from one every time. For example they may count from one to four, then count four more to get eight.
This concept if natural but will involve counting that is unnecessary; children will realise this and begin to miss out the numbers that are not needed. For example they may start at two and count to nine. Number lines may be useful for this method and will help to develop it.
Advantages of using number lines-
· Children may often use their age number in order to start a conversation.
· Number lines may be different lengths which will demonstrate to children that numbers go beyond ten and will also show how numbers are written so they may copy them.
· Group activities or conversations may be aided by adults referring back to number lines.
References-
Meggitt, C. et al, 2015. Cache level 3 Childcare and Education Early Years Educator- Hodder Education.
2.2
When considering how an EYP can support emergent mathematics, it is important to understand the characteristics of effective learning set out in the EYFS. These include-
· Being involved and concentrating.
· Exploring and finding out.
· Having their own ideas.
· Playing and exploring.
· Choosing how to do things.
· Keep trying.
In the EYFS, mathematics is split into two different aspects, these are Numbers and Shape, Space and Measure.
Numbers-
The EYFS states that from birth to 26 months, children will notice the changes in numbers of images/objects and will enjoy number songs and rhymes. They will also begin to organise objects.
· From 22-26 months-
Children will be able to select small number of objects from a group when asked and will be able to recite some numbers in a sequence.
· From 30-50 months-
Children will be able to numbers during play and count up to ten. They may also ask questions about numbers as at this stage they will be curious about it.
· 40-60 months-
Children will be able to count anything, not just objects. They will also be able to count beyond ten.
The learning goal for numbers is for children to be able to count from one to twenty, in order and determine which numbers are greater than others. Children will solve problems which include sharing, doubling and halving.
When children complete Reception and go into Year 1, they will follow the National Curriculum. This states that children in Year 1 should be able to-
· Place numbers into a sequence and be able to distinguish which numbers are greater than others.
· Add and subtract numbers to twenty.
· Count from one to a hundred- backwards and forwards.
· Use objects and quantities in order to count and put numbers into an order.
In Year 2, children will be taught to-
· Recognise place value of numbers in a two-digit-number.
· Count in steps of 2, 3 and 5 from 0 and in ten’s from any number, backwards and forwards.
· Write simple fractions.
· Find, recognise, name and write fractions or a shape, length, quantity or set of objects.
· Estimate and represent numbers using different representations such as a number line.
· Use number facts to solve problems.
Shape, space and measure-
In the EYFS, it says that early awareness of shape, space and measure is stemmed from babies’ awareness of their senses and how often they are given opportunities to play with, observe and explore objects.
· From 8-26 months-