| Introduction |
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1 | (2) |
| Contributors |
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3 | (2) |
| Acknowledgements |
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5 | (2) |
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5 | (1) |
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The Talk for Maths Mastery partners |
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6 | (1) |
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6 | (1) |
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1 What is Talk for Maths Mastery? |
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7 | (20) |
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What is Talk for Maths Mastery? |
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7 | (1) |
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What is an extended professional development initiative? |
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8 | (3) |
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How to get started with Talk for Maths Mastery |
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11 | (1) |
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How to use the Talk for Maths Mastery tools and strategies in practice |
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12 | (1) |
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Observation using narrative learning stories |
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13 | (2) |
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Maths Is Everywhere review |
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15 | (2) |
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17 | (1) |
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Mathematical learning environment audit |
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18 | (1) |
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19 | (1) |
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19 | (1) |
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What should you do with your research findings? What do they tell you about practice? |
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20 | (1) |
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Talk for Maths Mastery -- our story |
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21 | (1) |
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22 | (1) |
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The principles underpinning continuous provision |
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23 | (1) |
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Bringing our themes and questions together |
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24 | (2) |
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26 | (1) |
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2 Maintaining the momentum of children's mathematical development |
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27 | (28) |
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What do we mean by `learning momentum'? |
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28 | (1) |
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The number line discussion -- the transition of pedagogy |
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29 | (3) |
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32 | (1) |
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Maintaining momentum, a mathematical journey |
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32 | (1) |
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Mathematical babies -- developmental momentum |
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33 | (1) |
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Mathematical toddlers -- developmental momentum |
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34 | (2) |
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Mathematical young children -- developmental momentum |
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36 | (2) |
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Mathematical talk -- maintaining the momentum |
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38 | (1) |
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39 | (1) |
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Schema and mathematical development |
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40 | (1) |
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40 | (2) |
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What are figurative schema? |
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42 | (6) |
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What do schemas tell us about young children's mathematical thinking? |
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48 | (1) |
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48 | (1) |
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How do schemas underpin children's mathematical concepts? |
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48 | (1) |
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48 | (4) |
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Embodied learning and mathematical development |
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52 | (1) |
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What is spatial reasoning? |
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53 | (1) |
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54 | (1) |
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3 What does mathematical mastery mean for young children? |
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55 | (26) |
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Reflecting on this chapter's question |
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55 | (2) |
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What is mastery orientation? |
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57 | (8) |
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What is mathematical mastery? |
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65 | (3) |
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Seeing children's mastery orientation -- a way of looking |
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68 | (4) |
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Children's conversational talk -- serve and return |
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72 | (1) |
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Child-led play and activities |
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73 | (1) |
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Sustained shared thinking |
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74 | (3) |
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Characteristics of effective learning |
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77 | (1) |
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Self-regulation and meta-cognition |
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78 | (1) |
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Children's agency and self-belief |
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79 | (1) |
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80 | (1) |
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4 Documenting children's mathematical talking and thinking through observation, learning stories and floor books |
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81 | (28) |
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81 | (1) |
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Why is documentation important, and how can we use it effectively to support mathematical talking, thinking and mastery? |
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82 | (1) |
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82 | (1) |
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Documentation through learning stories and floor books |
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82 | (2) |
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The process of using floor books |
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84 | (3) |
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Seeing mathematical mastery in the documentation? |
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87 | (1) |
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87 | (1) |
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87 | (1) |
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88 | (4) |
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How can children's serve and return interactions support their learning? |
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92 | (4) |
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How language deepens understanding -- the role of the adult |
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96 | (1) |
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How talk and play can reveal misconceptions |
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96 | (1) |
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Case study: only big things are heavy (children aged 3 and 4) |
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97 | (1) |
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How do we address children's misconceptions? |
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98 | (1) |
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How do we follow children's mathematical interests? |
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99 | (1) |
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99 | (1) |
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How does children's schematic thinking and learning support their early mathematical development? |
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100 | (3) |
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Planning for children's interests |
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103 | (1) |
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Mastery and meta-cognition |
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104 | (3) |
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107 | (2) |
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5 Building mathematical thinking through whole-class child-led learning |
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109 | (28) |
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109 | (1) |
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1 What is the place of play in developing mathematical mastery? |
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110 | (9) |
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The Ofsted definition of teaching |
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113 | (4) |
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117 | (2) |
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2 How do we follow children's interests and build mathematical thinking and mastery? |
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119 | (2) |
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119 | (1) |
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How many whole-class sessions do we teach? |
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120 | (1) |
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How much child-led time is there? |
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120 | (1) |
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3 What does mathematical mastery through whole-class, child-led learning look like in practice? |
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121 | (13) |
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Love Monster -- a whole-class learning story |
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121 | (2) |
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Problem solving is a key disposition and skill in mathematical mastery |
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123 | (1) |
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What is sustained shared thinking? |
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123 | (1) |
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Creating a maths mastery enabling environment |
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124 | (1) |
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Reflection and meta-cognition |
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125 | (2) |
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Authentic contextual experiences |
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127 | (5) |
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Reflecting on our mathematical thinking and learning |
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132 | (2) |
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Why whole-class learning stories? |
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134 | (1) |
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135 | (2) |
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6 Making their mathematical mark: understanding and supporting children's mathematical mark-making and thinking |
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137 | (32) |
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Building on early mark-making experiences from birth to 3 |
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138 | (1) |
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Continuous provision and the under-threes |
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139 | (1) |
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Continuing learning at home |
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140 | (2) |
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The developmental progression of mathematical mark-making |
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142 | (1) |
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Peyton -- mark-making at 2 years old |
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142 | (3) |
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Extending thinking for mark-making |
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145 | (1) |
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Mathematical mark-making with 3- to 4-year-olds |
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146 | (2) |
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Children's mathematical conversations |
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148 | (1) |
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Sensitive adult interactions |
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148 | (1) |
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What adults do to support children's mathematical mark-making is vital in building sensitively upon their developing interests and experiences |
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149 | (1) |
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Building on the enabling environment |
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150 | (3) |
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The influence of the wider environment on mathematical mark-mating |
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153 | (1) |
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Maths in `real-life' contexts |
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153 | (1) |
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Mathematical mark-making at 3--4 years old: Meryam |
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153 | (3) |
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Mathematical mark-making with 4--5 year olds |
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156 | (1) |
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Mathematical mark-making at 4--5 years old: Aadam |
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156 | (3) |
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159 | (1) |
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Mathematical mark-making at 4--5 years old: Meryam |
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159 | (2) |
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Mathematical mark-making at 4--5 years old: Aadam and Farhaad |
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161 | (2) |
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Mathematical mark-making into Year 1 (5+ years old) |
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163 | (4) |
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167 | (2) |
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7 How do adults support children's mathematical talk, thinking and mastery? |
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169 | (29) |
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What do young children need to support their mathematical thinking and learning? |
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169 | (2) |
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171 | (1) |
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So why am I writing a chapter in a book about maths mastery? |
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171 | (1) |
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The role of the adult: "My mathematical thinking is supported by ..." |
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172 | (10) |
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1 Adults who can identify children's mathematical thinking and see the potential for mathematical opportunities in many different situations |
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173 | (4) |
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2 Adults who allow children time to explore, develop and revisit their own problem solving and pursue their own interests and fascinations |
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177 | (4) |
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3 Adults who provide an appropriate combination of child-initiated and adult-focused teaching and learning to get the balance right |
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181 | (1) |
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182 | (1) |
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183 | (11) |
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4 Adults who value and create opportunities for children's talk |
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186 | (5) |
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5 Adults who have a secure knowledge of child development and how children learn |
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191 | (1) |
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6 Adults who know how to observe |
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192 | (2) |
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194 | (3) |
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197 | (1) |
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8 Maintaining children's mathematical momentum into Year 1 -- a case study |
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198 | (23) |
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1 Having a strong overall vision |
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199 | (3) |
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2 Implementing the vision into Year 1 |
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202 | (5) |
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3 What were the challenges? |
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207 | (1) |
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4 What about the role of the adult in Year 1? |
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208 | (2) |
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5 How are children's interests followed? |
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210 | (4) |
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6 Continuing continuous provision |
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214 | (1) |
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7 Partnership between home and school |
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215 | (1) |
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The Early Years Foundation Stage meets the National Curriculum |
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215 | (5) |
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220 | (1) |
| Final thoughts |
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221 | (2) |
| Appendices |
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223 | (11) |
| List of figures |
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234 | (3) |
| References |
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237 | (10) |
| Index |
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247 | |
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