Learning in mathematics and science

Learning in mathematics and science principleA cross curricular resource calamity designed to afford pip-squeakrens intellect of scientific and numerical concepts, done The Rainbow Fish theme has been bring ond. The box contains activities for Reception boorren exploring counting in Mathematics and material and properties in erudition. This rationale explains how activities based from the rainbow lean provide conceptual turn backing in math and Science. enumeration is important in providing a foundation for Mathematics. Children leave behind ever more bear situations where counting skills argon vital. The National Curriculum states, counting helps stop skills applicable in everyday life and context. Using the principal(a) Numeracy dodging (2006, online) victimization mathematical methods and ideas to solve practical occupations and identifying numbers that argon unmatched more or little(prenominal) than a given number atomic number 18 mentioned in EYFS (2007,onl ine) and br from sever whollyy o privation throughout childrens education experience (5B,4B,2B,1E)Anghileri (2001, p.6) says counting is learnt suddenly. Children whitethorn spontaneously learn counting beca use up they should be experiencing counting in diametric contexts cross curricular, play etc. Anghileri (2001) assumes the above occurs because children atomic number 18 qualification connect through context. so far this is a generalisation, children are different and whitethorn compulsion reinforcement or interaction, to firstly understand how they are study, which then allows making links. some(prenominal) awry(predicate) and Wiliam (1995, p.5) declare larn to count as mechanical. Askew and Wiliams pro emplacement lacks clarity as to how and why counting is mechanical and what the implications are towards childrens learning. unrivaled tooshie non say children feel and experience this.From experience, I applied Anghileris theory. Counting was placed into conte xts songs and gamys etc, allowing activities to be seen informal. Childrens understanding of counting developed because principles and understanding came naturally. Science creates opportunities for children to understand the world through play and exploration, utilize their senses. Although it is degreeified as Knowledge and Understanding of the World, skills (questions, describing, predicting, sorting, investigating) and attitudes develop (Ward 2005, p.9). Identifying and understanding properties of different materials encourages children to question and travel aware of their surroundings.Through EYFS requirements Investigate materials through use of appropriate senses, materials encourages children to develop a simple KS1 level of understanding SC1 2a,b,e,f,g,i,j, SC3 1a,b,c, 2a (QCA 1999, online).An implication of scientific learning is that of misconceptions, such as distinguishing between materials, to the object do from the material. Guest (2003,pp.2-6) argues that child ren whitethorn develop Paigets (2005) constructivist approach towards scientific learning (Smith 2005, p.459). Children may construct their stimulate understanding through their own experiences. Henceforth there are no set principles towards teaching material, other than creating strategies to elicit childrens understanding and misconceptions to then ext stopping point. under explains how the box could be used (see appendix too).Activity one allows change integrity ability pairs of children to play a board game, using a 1-6 dice. book of instructions should be read with children. Children add or remove scales(Extension +/-3) from their slant, depending on the position landed on the board. The child with the most scales left at the end of the game wins. This develops their counting skills to ten. Number scales and plastic fish tummy be used as an aid for countingActivity twain involves children using a fishing rod to catch fish, therefore developing their spate eye co-ordina tion. The fish contain single numbers from 1-10. Children keep the fish if they correctly answer questions from the teacher What is one more than 6, one less than 3etc? If incorrect, the answer is modelled, and the fish go back into the pond. Teachers can change the questions most for children who command extension such as, What is 3 more or less than 5? Activity three helps children identify and describe properties of material (plastic, paper, wood, velvet, playdough and wool). Children separately group these using sorting rings. Questions can be asked Why have you put velvet and plastic here..Children then group the materials into five properties. I chose transparency, stretchiness, squishiness, flaccidness and hardness. Explain and allow children to test out materials and their properties before grouping. cease we see through plastic?As an investigative game with the teacher, in turn children (mixed ability groups4) are to feel fish in a feely box, made from material used in the previous activity. A child feels a fish(using sight and touch senses) and responds to questions other children ask(based on first- hand experience activity) to conclude what material the fish are made from- The material is soft As an aid to investigate what material the fishes are made from, unexampled material would be displayed for visualisation and for children to test when they receive responses to their questions.Principles must be considered when teaching and learning about counting and materials. For Maths, in more or less counting, consideration has to be given to one-one, where children need to understand that each items has a name and is counted once. Then stable roam, where children need to understand that the rank of numbers must stay consistent when counting, followed by the third principle, key where children state the total number of items. The fourth principle is, abstraction where children need to understand that all items are counted despite their differ ent properties. The fifth principle, order irrelevance demonstrates that items can be counted in any order (Thompson, 1997, p.35-37). program line the concepts for counting and materials can now be used.Relating counting (one more or less) to addition and subtraction, and materials and their properties to scientific inquiry, may reflect EYFS principles. The activities provide children the opportunity to withdraw connections through using practical apparatus (e.g. material fish/fish with numbers). HMI emphasise that learning depends on ones ability to recognise relationships between concepts (Koshy 1999, p.17).As activity one should allow children to make connections independently, as it is student led. Yet it is difficult to say whether children could make links between concepts as there is no guidance or inquiring to stimulate thinking and association. William newspaper publishers (2008) in child led activities, children need time and space to discover mathematical ideas and co ncepts. If time and independent exploration is provided, links may eventually be made (Williams 2008, p.60).In activity two and first get out of three, Harlen (1993) concludes, questions should change response and inquiry from children, How can we work out what two more than eight is? Why have you grouped the wood with plastic? such responses may enable misconceptions to emerge, which should structure initial starting points to build concepts, (1993, p.83) as interaction and formative assessment are demonstrated (Black and Wiliam2001, pp.2-14). Class ethos may develop, as assessment for learning is under pull backn directly with children, allowing more time for interaction and observation sort of than typical assessment requirements, e.g. collecting work. Though appealing, Harlen (1993 p.83) and Westwood (2000,p.51) indicate expression used in questions could affect childrens understanding. Language may produce open/closed questions, which creates false observation and assess ment, because the way questions are constructed determines whether children are asked how can we find two more than eight..?, or we solve it by As there is a strong relationship between the immenseness of language in learning, one could portray Harlen and Westwoods pick up as an opinion, as neither provide statistics and further evidence to prove how language use in questions demotes learning.From experience, my questions helped children reflect and achieve objectives, but I didnt consider whether the language I used in my questions easily allowed children to achieve objectives, as I may have given them the answer through my questions to figure this out, we need to add Drawing upon Harlen and Westwoods principles, a reflective and evaluative approach to questioning should be adopted. Practioneer can identify and evaluate how their language is used in spite of appearance questions, and consider improvements needed to allow children to think through an approach, highlighting Brunel s (1976) child led approach towards constructive thinking and learning (Smith 2003, p.405).Williams and Vygotsky (1962,p.405) deem parole as encouragement towards childrens conceptual learning. Activity one allows children to work in concert as they are in charge of the situation. Exploratory speak develops childrens teambuilding and talk skills as children rephrase and correct each other. Positive relationships form and children learn together. A point to consider is that Williams and Vygotsky may be biased, they are using words (rephrase/correct) that favour children working together. Children are unique some may be shy or do non like constituent each other, therefore wont rephrase or correct each other. The gap in this evidence could make us question the reliableness of Williams and Vygotsky view, as one could question what is happening to children who are not getting help from peers. Barnes (1976,pp.31) believes in activity one, children working independently may not do the activity due to lack of authority figures. Not all children get off task, thus a balance of when to leave and when to refocus children on the game must be considered, here children not receiving help, would.Williams states learning should be developed through childrens experiences of games and play (Williams 2008, p.36). An aspect of teaching in foundation settings is to encourage childrens learning through exploratory play. The second part of activity three should stimulate and promote understanding as children are clarifying, extending and reinforcing ideas (Oliver 2006,p.144). If she can stretch thisit will not be wood Olivers (2006) view is achieved through children conversing, especially to those in need of encouragement. Both Williams and Olivers view surpass inclusion barriers, as all children are involved in the game and are helping one another reach learning outcomes, allowing Vygotskys ZPD (2003, p.497) where peer-scaffolding can develop childrens ability to do a task . Children experience Froebels (1906,p.229) theory of in(predicate) learning because learning is influenced through play than rote learning approaches.As a result, documentation Waite (2006,p.12), play may allow children to fit into class and may explain the importance of personal and social learning (Wood 2001,p.12) quite a than support towards self-actualisation (Maslow 1987,p.12). Far from just learning, activity three allows children to have caper and embrace ECM (2009,online) enjoy and achieve through games and EYFS build concepts and skills through play outcomes (2007,online).Scotts (1985) physics games study reflects Williams and Olivers argument, as games provided opportunities for watchword and negotiation amongst girls and boys (Bentley 1989, p.127). 1 could query whether this condition took into consideration the communication amongst diverse children and the barriers to communication. Regarding secondary physics, questions could surface as to whether the results wo uld apply for primary children, as from experience, secondary students like working co-operatively and many primary children like working independently. Investigations are used throughout the activities. Investigations in activity two and second part of three fix to problem solving, in that they are focused by a problem which requires childrens questions and explanations. Both VESP (1992,p.48) and Aksis (1998,pp.4-6) evaluate thinking and responding allows children to engage themselves within the activity and attain interpreting, questioning, predicting and hypothesising skills to propose explanations and solutions. Yet VESP and Aksis falsely assume that all children acquire these skills. Both researchers views can be convincing if investigations create open learning situations rather than common didactic teaching methods (Bentley1989, p.82). However ASE (1998 p.6) attack the views of both researchers, as skills to be acquired through open learning situations are ignored, because emphasis is on planning and carrying out an investigations rather than evaluating the investigative process how did we come to our goal This could be due to difficulties in achieving timely involvement for pupils. ASE concluded Primary schools ask only half the class to carry out investigations. One could argue that we maybe going against ECM and EYFS principles of equal opportunities and participation for children.From experience, supporting ASE, children not involved in investigations have their inherent capabilities disregarded. Activity two and three is not didactic, allows all children to participate regardless to class clock as every child has the right to learn. If not, we are removing childrens potential learning style and forcing them to do work which they may struggle with, but would not if they did the investigation.The activities may produce errors like, counting same spaces twice on the board, problem identifying random numbers and counting to/from a number. However H ansen (2005) and Smith (1997) state, these are common errors children make when learning to count. In future, reinforcement must be given to counting principles (Bruce 2005, pp.25). To conclude, I have given explanations to how and why these activities can be carried out, with consideration to issues one should be aware too. Stating how these issues maybe catch are potential starters. I have realised that interaction and discussion are key to childrens learning, and must be in daily lessons. Children will engage in the activities as they are fun, motivating and creative. Children would share and take turns in throwing the dice and catching fish, as well as talk and share with each other what material the fish are made from. By interaction and observation with children, one can identify childrens understanding of material and counting. As Vygotsky states, children think and learn socially through experience, interaction and support (Smith et al, 2003, p.493). The activities enable c hildren to experiment, make decisions, errors and correct themselves (Bruce 2005, p.64).ReferencesAnghileri, J. (2001) Principles and Practices in Arithmetic article of belief Innovative approaches for the primary schoolroom. Buckingham Open Press UniversityAskew, M., William, D. (1995) Recent research in Mathematics education. capital of the United Kingdom HMSOBarnes, D. (1976) From Communication to Curriculum. Harmondsworth PenguinBentley, D., Watts, M. (1989) Learning and Teaching in school Science. Milton Keynes Open Press UniversityBlack, P., Wiliam, D. (2001) Inside the black box. Raising standards through classroom assesment. capital of the United Kingdom Kings college London school of educationBruce, T. (2005) Early childhood education. third edition. LondonHodder ArnoldDfES. (2007) The Early Years Foundation Stage.Online. unattached http//nationalstrategies.standards.dcsf.gov.uk/eyfs/taxonomy/33655/33694/0/46384 12th October 2009 DfES (2009) every(prenominal) Child Matt ers Online. Available http//www.dcsf.gov.uk/everychildmatters/ 6th October 2009Evans,B. 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