Developing Early Maths Through Story , livre ebook

Andrews UK - Marion Leeper

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116 pages

English

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Description

Stories and rhymes put maths into context and demonstrate concepts in ways meaningful to children. They make maths more relevant, fun and accessible to children, sparking their imagination while developing their mathematical thinking.Developing Early Maths through Story is the new guide to help practitioners feel more confident about teaching early mathematics.Ideal for use with 3-5 years old, the book will encourage young learners to exercise mathematical concepts, both outdoors and indoors, and show practitioners how to help their children and develop their skills creatively.The book contains 14 chapters, on numbers 0 to 13, each including:* A brief outline of a traditional story* EYFS Learning objectives* Resources needed* Suggestions for younger children and babies* Scope for outdoor activities and for using natural materials* Further activities, games and extension questions* Suggestions for using ICT* Assessment opportunities.Ideal for parents and carers who want to explore or extend the learning of maths at home with their children in a very accessible and enjoyable way.

Informations

Publié par	Andrews UK
Date de parution	17 décembre 2019
Nombre de lectures	1
EAN13	9781912611096
Langue	English
Poids de l'ouvrage	2 Mo

Informations légales : prix de location à la page 0,0724€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Developing Early Maths through Story
Step-by-step advice for using storytelling as a springboard for maths activities
By Marion Leeper

Published by Practical Pre-School Books, A Division of MA Education Ltd, St Jude’s Church, Dulwich Road, Herne Hill, London, SE24 0PB.
Tel: 020 7738 5454 www.practicalpreschoolbooks.com
2019 digital version converted and distributed by
Andrews UK Limited
www.andrewsuk.com
© MA Education Ltd 2015
Design: Alison Coombes fonthill creative 01722 717043
All images © MA Education Ltd. All photos taken by Marion Leeper, with the exception of the second photo in the chapter ‘Number Seven – Counting’ which was taken by Lucie Carlier.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted by any means, electronic, mechanical, photocopied or otherwise, without the prior permission of the publisher. Every effort has been made to trace the owners of copyright of material in this book and the publisher apologises for any inadvertent omissions. Any persons claiming copyright for any material should contact the publisher who will be happy to pay the permission fees agreed between them and who will amend the information in this book on any subsequent reprint.

Introduction

Who this book is for
Francis, playing with a handful of pegs and a wooden board, was shouting at the top of his voice. ‘I can’t help it!’ , he told me, ‘Maths is so exciting!’
This book is for any adult working with children – educator, care-giver, childminder, or teacher – who would like to find that excitement in the rich world of mathematics, and explore the mathematical possibilities in their everyday activities with children.
Mathematics and story
Traditional stories are full of numbers: three wishes, seven brothers, twelve princesses…
Numbers help to set up the pattern of the story: the first two pigs came to grief, but what about the third one? Children – and adults – use stories to help them make sense of the world : stories give us words and images which help us express our feelings.
Mathematics, too, is a way of ordering experience : taking objects and events in the real world and working out connections between them.
The patterns of mathematics and the patterns of storytelling often overlap. I told the story of ‘Teremok’ in which animals crowd into a tiny house. The next day I found Adam, age 3, barring the door of the playhouse, calling out: ‘You can’t come in’ . Why don’t you say: “Come and live with us,” I suggested, in the words of the story. Suddenly his whole attitude changed as he tried to see how many children he could fit in the house. His mathematical learning involved a whole lot of social and emotional learning too.
For adults, tuning into the emotional potential of sharing a plate of cakes, for instance, makes teaching mathematics easier: it becomes not just a dry set of logical rules but a vital life skill .
How to use this book
Using story as a way into mathematics can be empowering for adults and children alike and can take away some of the anxiety sometimes associated with mathematics. These stories will embody abstract mathematical concepts , making them easier for children to understand. The stories are interactive, leaving space in the story for children to respond and to join in, allowing them to explore ideas in their own way, and to take their learning off in new directions.
Each chapter starts with a story connected to a particular set of learning objectives . It shows how mathematical talk can be built into the story and suggests open-ended activities to follow up. To encourage rich talk and purposeful play, I’ve suggested real world objects and outdoor activities. The activities are aimed at children age 3–5, but each chapter includes suggestions of what mathematics might look like for younger children and babies.
Watching children make mathematical discoveries is deeply rewarding. As they tackle even the simplest operation, they access many different skills, making connections with what they already know. Even the mistakes they make give us an insight into what skilled learners they are. Each chapter gives examples of what children do and say, and suggests ways of capturing these ‘footprints in the sand’ – the fleeting glimpses of learning.
It is hoped that this book will encourage you to think of new and wonderful ways into the world of mathematics; and persuade you that mathematics is a powerful way for young children to explore their world.
Tips on telling stories
The traditional folktales in this book are intended to be told, not read. Although links are included where possible to appropriate picturebook versions, telling the story has many advantages: It allows you to get closer to the children, to make eye contact with them and notice how they respond. It encourages children to become involved, for instance by inviting them to join in with the text or the actions; by using their ideas. It models ways that children can make their own stories.
However, telling a story without a book is easier than it sounds. You are already a storyteller if you have ever: Stopped reading the words of a book to talk about the pictures. Changed the text, for instance, to make it longer or shorter. Told children something interesting that once happened to you. Simply played about with a story in any way.
A few strategies will make storytelling easy and fun: Start within your comfort zone, with a personal story or a familiar text. Keep the book near you just in case. Take a little time to plan the story. Divide it into three or four sections, and make a mental picture as a ‘signpost’ to each section. Work out your first and last sentence and you’re away! Act larger than life when you tell a story. Start with a smile and a commanding voice. Exaggerate your gestures, your tone of voice – don’t be afraid to clown around. Invite the children to take part: suggesting ideas, joining in with the words, or making sound effects. Respond to the children’s cues. If they are getting restless, move on quickly: if they are interested, follow their suggestions, preferably without losing the thread of the story. If you can, listen to professional storytellers. Tell lots of stories! The more you do, the easier it gets.

How to use this book

EYFS Maths Objectives
The learning objectives for each chapter offer children a wide and rich experience across the EYFS Maths curriculum . However, when children are allowed to explore freely, their learning may take off in many different directions. As practitioners we need to trust children as learners and understand that they will revisit these concepts in their own good time.
Resources
Where possible these props are real world objects , non-plastic, to encourage richer language and more holistic exploration. Offering children high quality resources and trusting them (under supervision) with precious objects makes them feel respected. Other suggestions include easily-found, everyday props that can be left for children to play with freely.
For many stories you can use a story mat to put props on. It’s easy to make a story mat of your own, using a green cloth for grass, a blue one for water, and scraps of fabric for other landscape features. Alternatively use different-shaped cloths that you can unfold gradually .
Once upon a number
Each story is linked to a number. Particular numbers have importance for different children (‘3! that’s my number! I’m 3’), but they also lend themselves to different areas of mathematics.
Why this story?
This section describes how the story fits well with an area of mathematics and which parts of the story may be especially appropriate for children with particular interests or schemas. It also describes the emotional affordances of the story: why it’s an engaging story for children.
Story outline
The story can be read, but it is intended to be retold, adapting where necessary to suit a particular group.
It includes a brief ‘Story summary’, for ease of remembering (as below).

Anansi asks Rabbit to share his five cakes; but Rabbit only gives him one.
Anansi keeps scaring Rabbit away: each time he steals one more cake.
Rabbit swaps the plates, so he gets all the cakes back and Anansi has none.
Joining in with the story
The ‘Joining in’ section expands on the previously given storytelling advice . When children become involved in the story , they are more likely to remember it, to retell their own versions, and to share their mathematical thinking.
Big questions
These are ‘Big questions’ because they address issues that are important to children. If children are given an opportunity to talk, they may raise some of these questions themselves. Others can form starting points for follow-up investigations, or for the children’s own stories. There are questions about empathy and emotions, as well as mathematical questions. There are questions designed to encourage children to engage in mathematics for a reason – so rather than asking a question to which the adult already knows the answer (‘How many pine cones?’), they encourage children to count as a way of solving a problem (‘Do we have enough cakes for everyone?’ ‘Do you think we have more than ten?’). They include open-ended questions to which there is no wrong answer. There are also closed questions with only one possible answer: but here too it is important to value all the children’s answers. Wrong answers are to be treasured, as a useful as a way into discussion: ‘Well done, you counted the dinosaurs. You sa