A new mathematics pedagogy for the early years: in search of principles for practice

Abstract

The new English mathematics curriculum for three to five year olds requires adults to teach number. How this should be done is not clear: this article looks at current theory and research in order to recommend some teaching strategies. A new mathematics pedagogy is proposed, based on holistic principles and considering children's mathematical learning in terms of cognitive, physical, social and emotional aspects. A range of cognitive processes, an emphasis on large‐scale activity and multisensory learning, concern for children's self‐esteem and agency in their own learning, diverse home experiences and supportive pair and group situations are identified as key features. Teaching strategies therefore need to take account of these, for instance by avoiding direct questioning. This framework is then applied to two official English guidance documents, which are found to give mixed and conflicting messages, and inappropriate recommendations.

Notes

* School of Initial Teacher Education, Roehampton University of Surrey, Froebel College, Roehampton Lane, London SW15 5PJ, UK. Email: [email protected]

Additional information

Notes on contributors

Sue Gifford *

* School of Initial Teacher Education, Roehampton University of Surrey, Froebel College, Roehampton Lane, London SW15 5PJ, UK. Email: [email protected]