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The development of mathematical concepts and language in school Maulfry Worthington.
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Transcript of The development of mathematical concepts and language in school Maulfry Worthington.
![Page 1: The development of mathematical concepts and language in school Maulfry Worthington.](https://reader030.fdocuments.net/reader030/viewer/2022032805/56649eec5503460f94bfe2c3/html5/thumbnails/1.jpg)
The development of mathematical concepts and
language in school
Maulfry Worthington
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Background
Foundation stage curriculum Birth to three: strong research base EYFS – birth to five Play-based curriculum Subject areas including mathematics
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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
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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
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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)
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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
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Methodology
Ethnographic study Participant observer Qualitative research ‘Re-mining’ the original data – short
observations of ‘significant moments’ of children’s play
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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
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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
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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
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4. Drawing and writing as central concerns
Drawing maps Writing letters and numerals
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Other symbols Arrows
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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
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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
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