Developing Childrens Mathematical Skills Education Essay


Mathematicss Teachs us all how to do sense of all the universe around us, and for a kid developing the ability to cipher, to ground and to work out jobs is disputing. Maths helps a kid to understand relationships and forms in both figure and infinite in their mundane lives.

Maths is a powerful agencies of communicating. It is used to supply the agencies by which we can convey ideas, thoughts, information and thoughts and how they can be presented by the usage of Numberss, charts, drawings and diagrams.

Through their growth cognition and apprehension, kids can larn to appreciate the part made by many civilizations to the development and application of mathematics. Appreciating mathematical rules expressed in art, literature, music and engineering adds another dimension to construing the universe in which we live.


There are two chief models for development of mathematics for kids. These are the EYFS and the National Curriculum. They cover from birth to 5 old ages of age as aprt of the EYFS system and 5 to 18 old ages of age which use the National Curriculum.

Children learn different mathematic accomplishments through seven strands that are related to development.

As portion of our scheme to raise pupil attainment, many schools use the ‘National Curriculum and its

Numeracy Strategy ‘s Framework for Teaching Mathematics ‘ and the Mathematical Development model for the foundation phase.

It is used as a footing for be aftering instruction and to carry through the demands of the National Curriculum for Mathematics. This ensures continuity and patterned advance throughout the school.

Children ‘s advancement is assessed on a regular basis by category instructors. Students are assessed in footings of mathematical development as they enter and issue from the Foundation Stage. Children in KS1 and 2 are assessed at the terminal of each twelvemonth and in footings 2, 4 and 6 and at the terminal of Key Stage by standard appraisal trials and teacher appraisal.

Teachers have a thorough apprehension of National Curriculum mathematics and the Mathematical Development Early Learning Goals and utilize a assortment of learning methods.

The National Numeracy Strategy ( NNS ) 3 portion lesson construction is used in KS1 and KS2 – when the new model for Numeracy is in topographic point in September 2007 instructors will be encouraged to utilize a more flexible attack to lesson construction.

Every Child Matters is used In all course of study countries, and particularly in the nucleus topics, and are continually and systematically learning the ‘values ‘ embedded in ‘Every Child Matters ‘ system. The procedure tries to do kids to bask mathematics and be enthusiastic about the acquisition it

Much of the instruction needs to be aimed at developing kids ‘s accomplishments for life and the kids themselves need to understand the ‘reallife ‘ intent of everything that they learn to make and how this can enable them to do a positive part to society in the hereafter and achieve personal wellbeing.


As mentioned above the Primary Framework for Mathematical acquisition has seven strands. These are:

Count and Understanding Numbers

Knowing and utilizing figure facts


Understanding form


Managing Datas

Using and Applying Mathematicss

Constructing on their cognition and experience, kids will develop an consciousness of the underlying forms in Numberss and forms which are a foundation for ciphering methods, measuring and form work in the hereafter. Their advancement of mathematical linguistic communication is of simple portion. For illustration in the Foundation Stage kids are taught: –

To develop mathematical linguistic communication

To recognize and animate forms

To compare, kind, lucifer, order and count objects and to sequence mundane objects and events

To develop apprehension of Numberss as labels and for numbering

To utilize vocabulary involved in adding and deducting

To utilize mathematical thoughts and methods to work out practical jobs

An illustration of Mathematical Development and accent in Key Stage One is: –

aˆ? Number and mental computation schemes

aˆ? Learning to number in readying for work on topographic point value and working with big Numberss

aˆ? Using the four operations of figure in comparative contexts and job resolution

aˆ? Recognising forms and symmetricalness

aˆ? Developing accomplishments in measurement and gauging

For Key Stage Two, Children will go on to construct on their experience from Key Stage One.

In Key Stage Two

kids are taught in age grouped sets or assorted sets for kids who require more support in order to entree the course of study successfully.

The purpose is to increase consciousness and apprehension of forms, the figure system, ciphering methods, systems of measuring and belongingss of forms. Children may widen their maths into working with a wider scope of Numberss and work outing jobs with an increasing figure of stairss.

E3, E4 and C1

Within the Foundation Stage, maths is taught in short activities based on ‘real life ‘ state of affairss. Children are taught the 4 rudimentss of figure, form, infinite and step. Role-play state of affairss provide chances for utilizing and using this cognition and for job work outing. Many baby’s rooms follow the Early Years Foundation Stage ( EYFS ) guidelines in response to the Early acquisition ends. In response maths is get downing to be taught individually by following the NNS.

Children are given day-to-day chances to pattern and larn mental computation. They are encouraged to seek different methods by congratulations from the instructor and from one another. Questioning accomplishments are used to good consequence to assist supply distinction and to let all kids to be included. Written undertakings are besides differentiated within a common subject.

There is synergistic learning where the kids are encouraged to speak about how they calculate and problem-solve. In this state of affairs, kids are given many chances to reply inquiries and to speak about the replies. Children are besides encouraged to notice on and take different methods, one time taught, and to work collaboratively in braces and in groups.

All students should see a assortment of entering methods, a mix of the undermentioned types should fulfill all demands:


Pictorial, graphical, symbolic, diagrammatic, theoretical accounts


The accomplishment to place and depict forms, sizes, places, waies, and motion is of import in many work state of affairss, such as building and design, every bit good as in making and understanding art. Becoming familiar with forms and spacial relationships in their environment will assist kids hold on the rules of geometry in laterA old ages. For illustration:

Identify forms and sizes. When playing with a kid, place things by their form and size: “ Pass me a sugar regular hexahedron. ” “ Take the largest cereal box out of theA closet. ”

Build structures utilizing blocks or old boxes. Discourse the demand to construct a strong base. Ask a kid which shapes stack easy, andA why.

Hide a plaything and utilize directional linguistic communication to assist a kid find it. Give hints utilizing words and phrases such as up, down, over, under, between, through, and on topA of.

Play “ I spy ” , looking for different forms. “ I spy something that is round. ” “ I spy something that is rectangular. ” “ I spy something that looks like aA cone. ”

Another illustration is understanding measurings. We use measurings to find the tallness, length, and breadth of objects, every bit good as the country they cover, the volume they hold, etc. We measure clip and money. Developing the ability to gauge and to mensurate accurately takes clip andA pattern.

Keep a record of the day-to-day temperature outside and of a kid ‘s out-of-door activities. After a few hebdomads, inquire a kid to look at the record and see how the temperature affected his or herA activities.

Include the kid in activities that involve measurings. Have the kid step the ingredients in a formula. Trade equal sums of money. How many pennies do you need to merchandise for a lb?

A kid should be helped to develop their ain methods of entering and they should besides be cognizant of and see standard methods of entering at an appropriate phase. However they record their consequences it is of import that the kids learn to enter clearly and logically and when entering on paper, should be encouraged to take pride in the presentation of their work.


Maths is a nucleus topic in the National Curriculum. Planning ever takes history of the diverse and altering demands of the kids. Planing takes topographic point at three affiliated degrees: long, medium and short term.

Long term planning is taken from the Framework which outlines the annually instruction programmes and cardinal aims from Reception to Year six.

Medium term programs outline the termly units of work and the chief instruction aims and when you will learn them.

Short term programs are hebdomadal notes on how each lesson will be taught, detailing aims, undertakings, activities and groupings of kids for the three chief parts of the lesson.

They include notes on resources, vocabulary, prep, usage of LSA support and distinction. Teachers should be flexible and accommodate their planning to run into the demands of the kids in the category, Teachers may utilize aims from other twelvemonth groups for kids who are less able or to dispute more able kids.

Pupil advancement should be recorded on Pupil Progress Sheets and Teacher Assessments collected twice a twelvemonth.

For illustration, a Mathematics Co-ordinator analyses SATs consequences from KS1 and KS2 ( and plans marks in Maths to turn to any failings found in the kids development ) . Staff will describe in composing to parents yearly on student advancement in Mathematics. Homework is set hebdomadally in KS2. For more item see the Homework Policy.

When kids are actively involved in larning they gain a sense of satisfaction. It is besides of import that grownups working with kids besides have a positive attitude tomaths and that they are confident to play with mathematic constructs in a practical mode.


Ask your kid to assist you work out mundane figure jobs.

“ We need six tomatoes to do our sauce for dinner, and we have merely two. How many more do we need to purchase? ”

or “ You have two pillows in your room and your sister has two pillows in her room. How many slips do I need to rinse? ”

“ Two invitees are coming to eat dinner with us. How many home bases will weA necessitate? ”

Discover the many ways in which Numberss are used inside and outside your place.

Take a kid on a “ figure Hunt ” in your place or vicinity. Indicate out how Numberss are used on the telecasting set, the microwave, and the telephone. Topographic point Numberss in books and newspapers. Look for Numberss on marks in your vicinity. Promote your kid to state you whenever he or she discovers a new manner in which Numberss areA used.


Parents are kids ‘s first pedagogues and are extremely valued in the part that they make.

The function that parents have played, and their future function, in educating the kids do this through:

before their kid starts in our school talk to parents about their kid ;

kids have the opportunity to pass clip with their instructor before get downing at a nursery school by holding “ Induction Session ” .

Giving parents regular chances to speak about their kid ‘s advancement

Giving free entree to their kids ‘s “ Learning Journey ” record books.

Promoting parents to speak to their kid ‘s instructors about any concerns they may hold.

A scope of activities throughout the twelvemonth that will promote coaction between kid, nursery school and parents. raising yearss, themed activity yearss, concerts like Harvest Festival, birth, Easter and departers concert.

Have 2 formal meetings per twelvemonth ( Autumn and Summer term ) with parents to discourse the kid ‘s advancement and development.

Homework and parental engagement

Parents are given a cusp at the start of each twelvemonth, which outlines the chief instruction aims. This gives parents chances to inquire inquiries and helps them to understand ways in which they can assist kids at place. Numeracy workshops are arranged for parents in response to questionnaires, which form portion of our School Self Evaluation.

Year six kids will follow an extra ‘booster category ‘ in school during the spring term. Homework will be an built-in portion of this alteration programme.

Homework in mathematics should be enjoyed by parents and kids. It aims to back up larning in school. Parents will go on to be consulted as portion of the reappraisal procedure.

All staff who are involved with EYFS should take to develop good relationships with kids and interact with them and take clip to listen to the kids.


Nursery or arrangement scenes aim to guarantee that all students entree a full scope of mathematical acquisition experiences and it should be the policy to place and supply for those kids with specific demands, both those who find mathematical constructs hard to hold on and those of good mathematical ability.

Nurseries can analyze attainment informations by gender and besides place any other groups of students at hazard of underachievement and so hold appropriate action to turn to any failings identified.

Recognizing diverseness is about recognizing that kids can come from tonss of different backgrounds and household constructions and this could be from the linguistic communication they speak, civilization and beliefs.

Diverseness means reacting in a positive mode to differences, valuing all people.

All kids are citizens and hold rights and entitlements.

Children should be treated reasonably irrespective of race, faith or abilities. This applies no affair:

what they think or say

what type of household they come from

what linguistic communication ( s ) they speak

what their parents make

whether they are misss or male childs

whether they have a disablement or whether they are rich or hapless.

All kids have an equal right to be listened to and valued in the scene.

Bettering the physical environment – physical AIDSs to entree instruction such as ICT equipment and portable AIDSs for kids with motor co-ordination and hapless hand/eye accomplishments. New edifices should be physically accessible to disenable students and will affect bettering entree to bing edifices including inclines, wider doors, low sinks, etc

Bettering the bringing of information to disenable kids at baby’s room or schools – The information should take history of students ‘ disablements and parents ‘ preferred formats and be made available

All kids should be treated in the same manner regardless of race, faith or abilities. Nno affair what they think or say, what type of household they come from, what linguistic communication ( s ) they speak, what their parents make, whether they are misss or male childs or whether they have a disablement or whether they are rich or hapless.


Child Care and Education – Tassoni. P. ( 2007 ) . Heinemann ( Harcourt Education Limited ) . Oxford, England

Child Development – Meggitt. C. ( 2006 ) . Heinemann ( Pearson Education Limited ) . Harlow, England

Department of instruction and Skills ( DFES ) 2007 –

Early on Childhood Studies, Willan, Parker-Rees, Savage: ( 2004 ) : Learning Matters ltd