By Pring, Martin
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Extra resources for Análisis Técnico Explicado I
If children do not have this belief then the activity’s presentation can be modified accordingly. 2 Take young children’s counting seriously. Counting without quantification is CHILDREN’S BELIEFS ABOUT COUNTING 31 not necessarily meaningless, and is certainly not meaningless to small children. The purely verbal counting seen in young children has received particularly bad publicity because it has been seen as a trap for the unwary teacher who might otherwise attribute far too much number knowledge to young children.
And Bryant, P. (1996) Children Doing Mathematics. Oxford: Blackwell. Richards, M. and Light, P. (eds) (1986) Children of Social Worlds. Oxford: Blackwell. , Stafford, A. and Martland, J. (2006) Teaching Number in the Classroom with 4- to 8-year-olds. London: Sage Publishing. 3 Mathematics through play Kate Tucker Introduction The education of our primary school children is very much target driven, with undoubted pressure on children to achieve good results in their Standard Assessment Tasks. As a result of this, bookshops are awash with Key Stage revision guides and brightly coloured mathematics booklets aimed at early years children.
Indeed, some of the key processes integral to play and creativity are the same processes essential for mathematical thinking. Kate argues that if practitioners and teachers promote playful and creative contexts for mathematics teaching, they will also be encouraging their children to develop good mathematical thinking; to have a positive view of the subject; and to perceive themselves as capable mathematicians. She goes on to give some practical examples of how to establish a learning environment that will promote a playful approach to mathematics, both in terms of focused teaching sessions and children’s own independent mathematical activity, and she includes some examples of recorded work stimulated by play.