1. Early Years Mathematics
Dr. Helen J Williams on

2. What research tells us What predicts maths success?
in the early years:
parents’ education and home learning
a balance of adult-led and child-led activities
appropriate curricula built on comprehensive research-based principles – Clements and Samara (2007)
early number sense - Duncan et al (2007) found confidence with early mathematics concepts predicted future achievement including in literacy.
at primary school:
mathematical reasoning
a growth mindset
Pre-school number knowledge helps later achievement. (TIMMS)
Pre- schools that helped children to understand early number concepts led to better outcomes in mathematics at (EPPSE)

3. What research tells us: How to produce children with maths difficulties
Create anxiety and lack of confidence
- anxious teachers and parents create anxiety
- anxiety blocks working memory space
(Ashcraft 1998, Maloney et al 2013)
Fixed mindsets – “We’re no good at maths”
Acceleration rather than understanding
And …
Parents later!

4. AND…
Placing 4 and 5 year olds in ‘ability groups’; this dictates the opportunities they receive for the rest of their lives.
(Boaler 1997, 2009; Marks 2011)
In Reception, ‘ability’ grouping is age- grouping (NEU, 2017)
campaigns/policy-posts/ability-grouping-early- years-and-key-stage-1

5. The Early Years Numbers Goal
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number.
Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.
They solve problems, including doubling, halving and sharing (DfE, 2014)
The items in red are unsupported by research as achievable by this age of child.
New simplified and reduced Numbers Goal.
Taking items from the previous higher level and making them what is now expected (prev: count up and num facts)
Government aims: to raise achievement by providing a good foundation for mathematics and literacy
Counting on& back added by Tickell- less than half Aussie children counted on at 5, even when taught by specially trained teachers
21% NZ 6 yr olds counted on and back
Sharing OK for counting, children recognise doubles by symmetry, but no evidence they understanding doubling and halving numbers
Summer born children ?

6. Pass-it-on listening TO and listening FOR

7. Re-proposal
The act of replaying or reflecting learners’ thinking back to them.
(Malaguzzi 1993)
Adults choose and note accurately a short piece of overheard child’s speech, later reading this back for enlargement and investigation.
With no adult interpretation or additional comment,
leaving the space for the learner to think about thinking.

8. What am I listening for?
accurate counting of a smaller amount from a larger,
predicting,
(multi-step) reasoning,
decision making,
counting on and back and …
Subitising: instantly seeing how many
Perceptual & Conceptual

9. How do young children learn number sense?
Routines – snacktime, tidying up
Games – tracks, skittles, hidden numbers
Number rhymes & books – fingers & symbols
Problem solving – e.g. sharing problems
Playfulness - making mistakes, testing ideas
‘Sustained Shared Thinking’ with adults anding%20Sustained%20Shared%20Thinking.pdf
REPEY Siraj Blatchford et al (2012)
SST in maths rare

10. Key assessment: Counting out a number from a larger group Key assessment
“Can you fetch me … 9?”
Young-Loveridge (1991)
The cardinal principle - last number you say is the amount in the group
Counting out from a larger group: why 9?
Demonstrate

11. Developing depth in learning: The Characteristics of Effective Learning (DfE, 2017)
“Statutory Framework for the Early Years. Foundation Stage: Setting the standards for learning, development and care for children from birth to five.”
DfE, 2017
Paragraph 1.9

12. 4 great early years mathematics websites:
resources/