The development of mathematical concepts and language in

The development of mathematical concepts and language in school Maulfry Worthington

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

Play and Learning n Cultural-historical perspective (Vygotsky) n Play as a leading activity for the child n Child at the centre of the educational process n Imaginative play promotes abstract thought n Important link between education and development

Original Data n Teacher in class of thirty, 4 – 6 years olds (Reception and Year 1) Observations collected during one school year: n to help build my understanding of children's interests (schemas) n to support and extend the children's thinking

Previous Research Analysed my original observations to: n Identify patterns of children’s behaviours, using frequency charts n Explored the relationship between children's schemas and their early written symbols (Carruthers and Worthington, 2003/2006)

Theoretical frameworks Current research: n Socio-cultural framework - Vygotsky Informed by: n Research on schemas - Athey n Research on Multi-modality – Kress Aims: n To explore the relationship between play and children’s personal mathematical interests n To trace the development between ‘everyday’ and ‘scientific’ mathematical concepts

Methodology n Ethnographic study n Participant observer n Qualitative research n ‘Re-mining’ the original data – short observations of ‘significant moments’ of children’s play

1. Daniel’s spontaneous play interests reveal strong cultural influences n Robin Hood; pirates, Paddington Bear, Batman; spaceships; submarines; police; kings, racing cars; aeroplanes and helicopters; fire engines; submarines and postmen n Other influences from home

2. High level of mathematical concerns explored through play n Mathematical thinking and language developed within imaginative play n Both collaborative and individual play and explorations n Through actions, 3 D constructions, mark-making and imaginative play (symbolic activity) n Wide range of resources

3. Frequency, range and development Plotting observations of Daniel’s schemas revealed: n a general forwards movement indicating developing interests and development n A zigzagging pattern and a clustering as he re -visited schemas and explored new ones n Analysis points to ways in which the everyday mathematical concepts support development of scientific mathematical concepts

4. Drawing and writing as central concerns n Drawing maps n Writing letters and numerals

Other symbols n Arrows

Pedagogy n Important role of the teacher in developing the child’s thinking n Adults mediating and scaffolding learning n Importance of involving the child’s family n Value of observations to inform pedagogy

Conclusions Growing interest in schemas as a pedagogical tool n Schemas appear to support skills relating to symbolic language systems children develop in school (but not meanings) n Observations revealed the mathematics hidden in play n Play offers idea contexts for children up to six year of age to explore everyday mathematical concepts n

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