Mathematics Teaching In Early Years Settings Education Essay

mathematics Teaching In Early old age Settings Education Essay development is a fundamental process, and one believed to be life long. Subsequently, education maintains for acquire to be progressed done the acquisition of knowledge and development of reasoning and judgment. Providing children with the necessary attributes to both read and communicate fluently, as well as cast and calculate confidently ar of solid magnificence, hence, to palingenesis progression, the Government take a tight stand on the analysis of frameworks.In July 2007, the Secretary of State asked Sir Peter Williams to review the belief of Mathematics within Early Years and Primary schools. through with(predicate) immense interrogation, Williams (2008) do ten final good words ab let on how to improve the inform of mathematics, addressing its distinctive takements. Williams (2008) explicit that,The high precedents wind in mathematics in fresh geezerhood keep be maintained and improved g o on besides by addressing theunique deals of this subject, a discipline which is not endlesslyembraced with enthusiasm and confidence. (ibid 2008 p.1)The recommendations highlighted that the improvement for the quality of numeric teaching should not tot bothy rely upon teachers and practitioners. Parents and families are of probatory importance, particularly where an incumbrance platform is required. In addition, Head Teachers and members of Senior Management accept an active role in ensuring that every child imbibes the trump numeral education. The accomplishment of this is very such(prenominal) dependent upon children having an unassailable start to their educational journey hence, Williams (2008) proposed three particular proposition recommendations for advance(prenominal) twenty-four hour finishs. Recommendation six highlighted that there should be a keep increase in the proportion of ammonium alum practitioners in primal years settingsThe review agrees th at the presence of someone withQualified Teacher Status, with early years specialism, workingwith children wherever possible is vital. (Williams 2008 p.38)This recommendation could signify considerable changes for early years education, encouragingly echoing a key aim defined within The Childrens Plan expression brighter futures (2007), that there shall be a graduate early years professional in every full day care setting in England by 2015. Furthermore, practitioners would require a firm judgment of numeral pedagogy, expressing distinctive features that would leap out high quality learnedness.Children require an array of opportunities to learn in an environment that is stimulatingly rich and appropriate to their development, achieved through confirming enthusiasm and direct teaching of mathematical skills and knowledge. There is signifi cannistert value for the at a lower situatestanding of how the range of childrens educational experiences, during their first five years, c an have profound implications on their mathematical scholarship. Consequently, Williams (2008) expressed there was a broad consensus on the importance for the need of uniformly good early years environments providing quality teaching. Central to that are the teachers and practitioners creating enabling environments and positive relationships, adopting potent pedagogy throughout all aspects of breeding. Williams (2008) explored how childrens experiences with mathematics should be built upon play and spontaneous training, fostering their natural interest in numeracy and problem solving. Achieving this requires the understanding of how the use of childrens own graphical explorations, though denounce devising, is highly substantial and of great value to practitioners. Williams (2008) however discovered that support for mathematical sucker making was very rare, needing specific focus, as allowing children to develop their ability to fleet and organise their thinking was defined a s highly important. Williams (2008) commissioned recommendation four to highlight the significance of early years practitioners having specific mathematical mark making materials to support their professional development. Previous research into childrens mathematical graphics lays further emphasis on the value of these materials as Worthington (2008) expressedThe emphasis with childrens mathematical graphics is very frequently on children making sense of the written language of mathematicsand utile pedagogy to support their thinking. (Ibid 2008)Worthington (2008) highlighted the importance of understanding how mathematical mark making could have dramatic effects on childrens learning, as allowing children to adopt their own form of mark making to symbols, will in future years, encourage them to combine their representations with that of standard mathematical symbols.As children progress through the primary curriculum, it is hand how there is a logical pattern to teaching and lear ning. Williams (2008) stressed the significance of children receiving refined teaching and a high quality curriculum each relying on the other for successful learning. Furthermore, within the mathematic curriculum, Williams (2008) believed there to be a well-structured programme that took into account how to develop just approximately childrens learning. From this, Williams (2008) proposed, under recommendation nine, that the primary study curriculum for Mathematics should continue as currently prescribed, subject to all changes proposed by Sir Jim Rose. On the other hand, however, Williams (2008) identified how the transition from Early Years to Key Stage one can lead to discontinuity in learning through attempts to match early learning goals to the issue Curriculum. A forego review to Williams (2008) report expressed the importance of smooth transitions, conveying further certainty of its significance. The Childrens Plan Building brighter futures (2007) expressed,Smoothing these transitions will benefit all children and alloweach child to progress at a speed that best suits their needs whilethey are adjusting to their new environments. (ibid 2007 p.63)The effects of this transition on childrens mathematical learning may generate significant problems, leading to a loss in interest, omitting the opportunity to develop good attitudes towards the subject.Ensuring that a positive approach towards mathematics is a predominant feature, Williams (2008) outlined his key recommendation a mathematical specialist in ever school. Engaging with a deep mathematical knowledge, the specialist would be central to effective teaching and learning, aiding quality instruction and intervention. The specialist would encompass attributes and characteristics that could advance mathematical learning, evolution enthusiasm across the school. Continuing Professional Development (CPD) would incorporate a specifically designed programme, facilitating critical reflection on how to implement learning practices, and how to interrelate all strands of the mathematical curriculum. Williams (2008) also expressed how such programmes of studies could make believe upon complimentary Government aspirations, leading to the introduction of teaching becoming a Masters level profession. Through greater access to valuable modern research into mathematics, the specialist would offer head teachers an array of opportunities to circulate effective practices and models of learning. Consequently, the mathematical specialist would become an invaluable constituent to primary schools however, Williams (2008) inevitable to address the necessary training and professional development concerns. Williams (2008) proposed that mathematical specialists would receive an additional five days for Continuing Professional Development however, the logistics could brook considerable barriers, and therefore still require further analysis.Effective learning through curriculum and pedagogy are c entral to both schoolroom practice and teachers knowledge and beliefs. Predominantly, pedagogy should be learner centred embracing models of learning that encompass a collection of technique and effective assessment. Implementing this is very much dependent upon the teacher and through Williams (2008) recommendation, in future years includes the mathematical specialist. Assessment for Learning (AFL) is a tool used within schools to imbed the progress of all children, aiming to improve individual attainment levels. Allowing children time to question, as well as answer and try out their own strategies, envision that assessment becomes a collaborative procedure, offering teachers an array of opportunities to develop childrens learning. From reviewing testify of mathematical achievement, Williams (2008) concluded that it appeared there was no single cause for under attainment, consequently leading to no single answer. One solution follow by the Government is intervention programmes , aimed at children who are failing to achieve the basics. Intervention occurs across the curriculum, through, as the National Strategy describes, the three waves model. quake one outlines the necessity for quality, inclusive teaching, targeted at all pupils needs. Wave twain furthers this with group intervention, designed to accelerate the learning for particular groups of children expected to drop back level with their peers. The individualised programme of intervention occurs during wave three, when teaching becomes specifically targeted and personalised. According to Williams (2008), the importance of intervention to the subject of mathematics, is paramount.There is a maturement body of international evidence showing thata carefully considered reception to these problems of under attainment in mathematics can restore childly learners to a successfulpathway for future study in the subject. (Williams 2008 p.45) passim his review, Williams (2008) put forward a strong recommen dation for early intervention and under recommendation eight, outlined that children with serious difficulties should receive daily intensifier one to one teaching from a pendent teacher. Previous research into early intervention can lay further significance on Williams (2008) recommendation. Dowker (2004) set out general principles outlining that intervention should ideally take place during the early stages of a childs education, aiming to reduce the risk of negative attitudes. Subsequently, Williams (2008) review genuinely welcomed the new initiative Every Child Counts (2008), a coalition partnership, surrounded by the Government and the charity Every Child a Chance, aiming to engage in the search for solutions for mathematical under attainment. The Every Child Counts (2008) programme is aimed at the lowest attaining Year two children, imposed at this stage, as it is believed to have maximum impact at a timely and practical period of a childs learning. In January 2009, Ofste d released the publication, An evaluation of National Strategy intervention programmes, incorporating a small-scale survey concluding on the impact of intervention. Ofsted explained thatIntervention is most successful when confident leaders and wellorganised teachers select from the National Strategy programmesand develop a curriculum that meets the needs of pupils and thecircumstances of the school. (Ofsted 2009 p.18)Building upon this, Williams (2008) outlined that intervention should be led by a qualified teacher, generally involving one child, and incorporate the appropriate use of multi sensory resources and symptomatic assessment. Achieving this lays further emphasis on the importance of having well-trained teachers, with support from mathematics specialists. lead story an intervention programme would require significant support from head teachers and old management, but additional to this the child must be committed, supported comprehensively by parents. Although this encour agement and assistance should occur for all children during their educational journey, it has been do evident how parents can further aid a child with mathematical difficulties. Williams (2008) identified that parents often miss the opportunity to help their child, as they are not aware of current mathematical teaching methods. Addressing this, teachers and practitioners should encourage parents, legal transfer them up to date on how they can support. Furthermore, Williams (2008) expressed the imperative need for teachers to recognise the wealth of mathematical knowledge a child learns immaterial of school, therefore, aim to encourage parents to use this out of school knowledge to figure in mathematical activities together.Williams (2008) review of mathematics could implicate significant changes within the structure of primary education and training of new and established teachers. Having an extensive knowledge of how effective interaction and instructive teaching can get child rens thinking, with particular attention to their use of accurate mathematical language, lays further importance of having highly qualified and skilled teachers. Furthermore, Continuing Professional Development, with predominant type to mathematics, is essential with Head Teachers ensuring teachers have many opportunities to progress. With regard to intervention programmes, it is clear how essential training may need implementing, with specific focus on Initial Teacher Training and Continuing Professional Development programmes. As intervention is more widely adopted across primary education, it may become apparent for the review of Initial Teacher Training courses, ensuring that all trainees experience an intervention programme.With regard to my personal teacher training, the Williams (2008) review made it evident how securing curriculum knowledge and effective pedagogy is paramount in aiding children to achieve their potential. Building upon the standards outlined by the Training and Development commission (2009) it is apparent how knowing and understanding relevant national strategy frameworks can aid with the execution of inclusive teaching, overcoming barriers to learning and assessment. Furthermore, with the proposed national roll out of the Every Child Counts (2008) scheme in 2010 2011, the Williams (2008) report would become of significant value to my teacher training and future career, providing substantial information about the importance of effective mathematical teaching, encompassed with a positive and enthusiastic approach.