The development of mathematical concepts and language in school Maulfry Worthington

The development of mathematical concepts and

language in school

Maulfry Worthington

Background

Foundation stage curriculum Birth to three: strong research base EYFS – birth to five Play-based curriculum Subject areas including mathematics

Play and Learning Cultural-historical perspective

(Vygotsky) Play as a leading activity for the child Child at the centre of the educational

process Imaginative play promotes abstract

thought Important link between education and

development

Original Data

Teacher in class of thirty, 4 – 6 years olds (Reception and Year 1)

Observations collected during one school year:

to help build my understanding of children's interests (schemas)

to support and extend the children's thinking

Previous Research

Analysed my original observations to: Identify patterns of children’s

behaviours, using frequency charts Explored the relationship between

children's schemas and their early written symbols

(Carruthers and Worthington, 2003/2006)

Theoretical frameworksCurrent research: Socio-cultural framework - Vygotsky

Informed by: Research on schemas - Athey Research on Multi-modality – Kress

Aims: To explore the relationship between play and

children’s personal mathematical interests To trace the development between ‘everyday’

and ‘scientific’ mathematical concepts

Methodology

Ethnographic study Participant observer Qualitative research ‘Re-mining’ the original data – short

observations of ‘significant moments’ of children’s play

1. Daniel’s spontaneous play interests reveal strong cultural influences

Robin Hood; pirates, Paddington Bear, Batman; spaceships; submarines; police; kings, racing cars; aeroplanes and helicopters; fire engines; submarines and postmen

Other influences from home

2. High level of mathematical concerns explored through play

Mathematical thinking and language developed within imaginative play

Both collaborative and individual play and explorations

Through actions, 3D constructions, mark-making and imaginative play (symbolic activity)

Wide range of resources

3. Frequency, range and development

Plotting observations of Daniel’s schemas revealed:

a general forwards movement indicating developing interests and development

A zigzagging pattern and a clustering as he re-visited schemas and explored new ones

Analysis points to ways in which the everyday mathematical concepts support development of scientific mathematical concepts

4. Drawing and writing as central concerns

Drawing maps Writing letters and numerals

Other symbols Arrows

Pedagogy

Important role of the teacher in developing the child’s thinking

Adults mediating and scaffolding learning

Importance of involving the child’s family

Value of observations to inform pedagogy

Conclusions

Growing interest in schemas as a pedagogical tool

Schemas appear to support skills relating to symbolic language systems children develop in school (but not meanings)

Observations revealed the mathematics hidden in play

Play offers idea contexts for children up to six year of age to explore everyday mathematical concepts

www.childrens-mathematics.net