Developing Children’s Mathematical

Understanding In The EYFS Through Outdoor Games and Activities.

Terry Gould11 March 2011

WORKSHOP OUTCOMES To be able to provide improved outdoor mathematical

learning and development opportunities for all childrenTo recognise, value & promote mathematics in children’s

play and further develop the continuous provision of the setting to support progression in developing & using number skills

To recognise that mathematics does not depend on specific mathematical resources but on children having opportunities to develop mathematical concepts and understanding

To be more confident and able to help to “scaffold” children’s mathematical thinking

What PSRN means for children

… seeking patterns and making connections …recognising relationships between numbers

shapes and quantities

….using their knowledge and skills to solve problems

…generating new questions and making connections across other areas of learning & development

Children Thinking Mathematically 2009

Number Lines & Tracks

Adults can easily refer to the number lines to support any number conversation or group activity..

Number lines of different lengths are useful to show children that numbers go beyond 10 and that the children can also see the number sequence and how numerals are written.

Numbers that can be easily moved on a string are excellent for using flexibly where children can discuss, for example, the numbers they want to hang on the line.

• Number tracks are also useful because children can jump on them or put objects on them. • Number tracks are often drawn

outside for the children to play on. Adults can initiate games, for example, ‘I am on number 3. I am going to jump to number 7.’

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Key Elements of A Quality EYFS Learning

Experience Outdoors

Movement

Play/ Active learning

Sensory

Experiences which include all three of these elements are more likely to meet children's learning needs.

These three elements are naturally included by children in their play

Children's learning will be more sustained and meaningful if all three are included

Writing Numbers Young children will begin to explore ways of

writing numerals. This will be best supported by…. Practitioners who show interest in the marks

they makeSettings which provide a wide range of resources

and materials to write numbers with indoors and outdoors

Practitioners who model writing numbers Practitioners who set up games and activities

where children are motivated to explore and write numbers

Mathematical Vocabulary

Important vocabulary for calculation includes ‘as many as’, ‘more’, ‘most’, ‘less’, ‘least’, ’make’ and phrases like ‘left over’, ‘the difference between’, ‘too many’ and ‘too few’.

VERY IMPORTANT Mathematical vocabulary needs to be set in

purposeful contexts and not taught as a list to be remembered

“Give children mathematics that engages them and is relevant to their lives and their culture. Don’t expect children to be interested in mathematics if you don’t share an interest and all their mathematics is dull.”

Numbers & Patterns 2010

Look, Listen & Note

• children’s ability to count on or back from different start numbers

• how well children demonstrate their understanding of the concept of zero

• how children demonstrate their knowledge of number order, for example, through saying that 5 comes before 6 or that 8 comes before 10 or ordering the numbers 6, 7, 8, 9

• children’s ability to give the numbers before and after given numbers

• children’s use of the words first, second and third in appropriate contexts.

Boys and Girls Learn Differently 12

Motivation and Concentration

Three strands relating to this can particularly help all children and significantly boys:

• Emotional connection- of the brain to the experience- positive emotions are elicited by the activity/experience

• Challenge-the activity /experience offers something to add to what child already knows and can do

• Reward/payoff- something in it either intrinsic reward- satisfaction of doing well or external such as smile , sweet, sticker, praise

Boys and Girls Learn Differently 13

Motivation comes from…………

• Success

• Enjoyment

• Appropriate challenge

A RANGE OF PRACTICAL IDEAS

KEY MESSAGES • Every day is a PSRN (mathematics) day –

(outdoors and indoors) • Make mathematics interesting and personal.• Hands-on, active learning is important. • Talking mathematics clarifies and refines

thinking. • Seeing mathematics through models and

images supports learning. • Learning from mistakes should build up

children’s confidence. Numbers & Patterns 2010

Key Practical Points to Remember

Mathematical vocabulary needs to be set in purposeful contexts and not taught as a list to be remembered.

Circle/ group times and small adult led (focused) activities should be planned for outdoors as well as indoors.

Exploring some outdoor PSRN Ideas

WatchingTalking DiscussingTrying outCreating your own ideasTrying it back at your setting

Plenary & Evaluations