I feel I need to begin this article with a confession: Carol Vorderman I am not. When I was preparing to begin my teacher training, I worried about how I could convey enthusiasm and enjoyment in creating an enriching mathematical environment, when I myself had such few memories of interest in maths as a child. After perhaps my first day of placement, however, I knew I needn’t feel anxious about the children’s willingness to learn: ‘number time!’ can generate as much excitement in three- to five-year-olds as ‘storytime!’ or ‘glitter time!’.
Reading professor Richard Skemp’s comparison between instrumental mathematics (which centres on rote learning, memory, rules and correct answers) and relational mathematics (which focuses on establishing connections, applying concepts to other problems) made me realise that the former needs to be enhanced by the latter. It also helped me understand the importance in early maths of:
Register now to continue reading
Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:
What's included
-
Free access to 4 subscriber-only articles per month
-
Unlimited access to news and opinion
-
Email newsletter providing activity ideas, best practice and breaking news
Already have an account? Sign in here