Maths Metacognition in the Early Years 23-24

To examine what mastery maths looks like in EYFS and how this aligns with the ELGs and the transition to KS1. This course will be delivered in collaboration with North-East Hants and Surrey Maths Hub.  

This course will involve an opportunity to consider relevant research and attend showcase lessons, which demonstrate using theory in classroom practice. This programme supports the Chartered College of Teaching, Development of Teaching Practice Award assessment unit for the Chartered Teacher Pathway. 

If you would like to get recognition for your commitment to your professional development alongside engaging with this SAfE programme, sign up to the Development of Teaching Practice Award here as well and let us help you achieve the award by: 

  • Supporting you to reflect and evaluate your current teaching of reading and writing 
  • Presenting research and evidence informed approaches to teaching reading and writing 
  • Providing tools and resources to guide deliberate practice of new strategies based on specific goals 
  • Providing feedback to enable you to refine your practice and hone your expertise in teaching reading and writing. 

LOs:  

To examine the role of maths mastery in the early years, following an evidence informed approach 

To identify and action specific goals in practitioners own early years classrooms to improve outcomes for all pupils 

Mastery Maths research project (session 1) – in person – Monday 20th November 2023 12.45-2.45pm at St John the Baptist School Woking.

Based on the research of EEF – practitioners will develop an understanding of how children learn mathematics and how practitioners can dedicate time to learn mathematics and integrate this through play – Focus on reaching ELGs be the end of YR, to prepare pupils from Y1.   

Research Focus :  

Clements, Douglas H. and Sarama, Julie (2014). Learning and Teaching Early Math: The Learning Trajectories Approach (2nd edn) (Studies in Mathematical Thinking and Learning Series, London: Routledge). Also see https://www.learningtrajectories.org. Researchers Douglas Clements and Julie Sarama have developed detailed developmental progressions that also include activities and tasks for each step to support children to achieve the next level of thinking, which are coined ‘Learning Trajectories’. 

The Early Math Collaborative, Erikson Institute (2014). Big Ideas of Early Mathematics; What Teachers of Young Children Need to Know, Pearson.  

This book by the Erikson Institute explores key concepts in early mathematics learning and implications for teaching, including activity ideas.   

Gilmore, C., Gobel, S. and Inglis, M. (2018). An Introduction to Mathematical Cognition. (London: Routledge). This book explores the research that seeks to understand how people come to understand mathematical ideas. 

Optional Action Tasks: 

Summary of key research, including rationale – 500 words  

Action plan for practice  

Mastery Maths research project (session 2) – Showcase Event – Tuesday 27th February 2024 1.30-3pm at St Mary’s Byfleet.

Based on research from the EEF – practitioners will develop their use manipulatives and representations to develop understanding and ensure teaching builds on what children already know  

Research: 

Griffiths, R., Gifford, S., and Back, J. (2016). Making Numbers: Using Manipulatives to Teach Arithmetic. Oxford University Press. The Nuffield Foundation commissioned a literature review on the use of manipulatives for teaching arithmetic to children. This made recommendations for practitioners, which can be found at: https://www.nuffieldfoundation. org/using-manipulatives-foundations-arithmetic. Making Numbers was a book produced as part of this project to provide exemplification of using manipulatives.  

Optional Action Tasks (Chartered College Status): 

Written Reflection Part 1 

Mastery Maths research project (session 3) – Showcase EventMonday 29th April 2024 1pm-3pm at Claygate Primary school.

Based on research from the EEF – Use high quality targeted support to help all children learn mathematics  

Research: 

Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusman, U., Krauss, S., Neubrand, S. and Tsai, Y-M. (2010) ‘Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress’, American Educational Research Journal, 47 (1) pp. 133–180. doi:10.3102/0002831209345157 

Optional Action Tasks (Chartered College Status): 

Written Reflection Part 2 

Video presentation 

The beliefs, knowledge, understanding and/or teaching practices this programme aims to address:  

  • To examine what mastery maths looks like in EYFS and how this aligns with the ELGs and the transition to KS1 
  • To examine the role of maths mastery in the early years, following an evidence informed approach 
  • To identify and action specific goals in practitioners own early years classrooms to improve outcomes for all pupils 

Intended Impact on practice: 

  • Evidence informed theory and time for practitioners to implement best practice in their classrooms and reflect on teachings.  

Intended improvement and/or evaluation of impact for pupils, including those with SEND and/or disadvantaged backgrounds**: 

  • Pupils taught by teachers informed by research and current best practice models.
  • Research informed teachers, who developing their maths practice in their classrooms, including best practice models for pupils with SEN and disadvantaged backgrounds. 

£300.00 Excl. VAT

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Event Details

Day 1: November 20, 2023
Start time: 12:45
End time: 14:45

Day 2: February 27, 2024
Start time: 13:30
End time: 15:00

Day 3: April 29, 2024
Start time: 13:00
End time: 15:00

Venue: St John the Baptist School Woking, Surrey GU22 9AL/ St Mary's Byfleet / Claygate Primary School