Professor Elizabeth Spelke, a cognitive psychologist between numbers. For example, this can be done by introduction of borrowing and carrying with tens and
who runs the Laboratory for Developmental Studies showing the meaning of halves and quarters when you units because it was something that not all children
at Harvard University’s Department of Psychology. are dividing a cake, a chicken or an apple. Once these have a mental image of what it meant - that is why
She believes that we have an inbuilt number sense. mental images are established, children can then move we teach computation of numbers beyond 20
Through neuroscientific studies, she has found that on from objects to relying on their own mental imagery. differently - ideas we took on board from countries
babies react to pattern and numbers as early as with proven success in teaching Maths.”
IN THE LOOP
three months old. A further recent US study suggests
that although an innate number sense is basic to
Hearing and speech play a part
Counting beyond 20 is taught initially using a 100
almost all animals, it can certainly improve with practice.
Counting aloud is very important for auditory
square grid beginning with adding or subtracting 10s.
discrimination. Can your child hear the difference
Adding, you move down the column and subtracting
between 16 and 60, 18 and 80? Pronouncing words
you move up the column. Familiarity with the 100
Manual dexterity, visual perception, mental image
correctly also makes a difference, for example, three
square layout needs practice. It is not always
Starting by playing games with numbers and counting
not free.
obvious to all that the numbers get bigger when you
will give the foundations for mental arithmetic. Helen
add or get smaller when you subtract - you have to
Helen Gillott explains: “When you are talking to your
Gillott, ISI inspector for Early Years, in a recent lecture
point it out or ask what they think will happen . . .
children incorporate mathematical language into their
to young parents, says that there are 3 important
lives - more/less/smaller/before/after - do not Playing games, creating images and talking about it
factors that develop confidence in Maths: manual assume that all children immediately understand makes mathematical language a fun part of children’s
dexterity, visual perception and mental image. what you mean.”
lives without them even realising it.
“WHETHER YOU LIKE IT
OR NOT, THE BASIS OF
OUR GLOBAL FUTURE IS
ONE BUILT ON SCIENCE
AND COMPUTING AND
MANUFACTURING AND
HARD BUSINESS, AND THE
LANGUAGE THEY ALL USE
IS MATHEMATICS”
“I cannot stress strongly enough how important
Using the vocabulary of mathematics whenever you
manual dexterity is for young children when they are
can or when explaining what you are doing is one
Games to Play
tackling any Maths task. What we start with from
way of achieving this and helping them become a71
Board games - snakes and ladders
Nursery through Pre-prep is manual dexterity for
confident in every day experiences:
accurate counting.” This involves sorting and
a71
Dominoes and card games for number patterns -
a71
I’m measuring the carpet in metres
matching/recognising patterns and numbers to
picture snap, Uno, Top Trumps
a71
We need 50 cm of ribbon for your hair
10 such as seen on dominoes and playing cards.
a71
Jigsaws - excellent for visual discrimination,
a71
This is a 2 litre bottle of lemonade
“Firstly, we want to see if a child can show and
orientation and concentration
a71
The man in the market is weighing out 2 kilos
recognise numbers up to 10. Showing numbers on
of potatoes
a71
Counting games on journeys, walks and shopping -
fingers automatically is a fun game that you can play
4 cars, 2 vans and a lorry - how many is that?
Counting loose change is great for counting in 2s,
anywhere.” Children should continue to use their
5s and 10s. Helen Gillott suggests: “Show your child
a71
Pointing out numbers - on coins, clocks, telephones,
fingers for counting whenever possible, including
that there are numbers on the coins - sort them
cooking, measuring and weighing
times tables. This reinforces the exercise and helps
according to their numbers and then begin with the
with confidence as well as keeping a tally of what
easiest, the 10s. Chanting in 2s, 5s and 10s
they are doing. Using number lines, number squares
develops rhythm for saying tables.”
and counting with buttons, counters or sweets up to
LINKS
10 will help develop visual perception.
What about numbers beyond 20?
www.bbc.co.uk/schools/parents/work/primary/
Children need to also develop a mental image of
numeracy_and_science/maths_at_home_
“It has always been my belief that children used to
what the numbers mean and what the relationship is
primary.shtml
begin to fail in Maths at the end of Year 2 with the
P. 1 7
Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36