Understand Current National and Organisational Frameworks for Mathematics
Understand current national and organisational frameworks for mathematics 1.1 Explain the aims and importance of learning provision for numeracy development.
Numeracy development is important for all children as maths is an important part of everyday life. The way in which maths is taught has changed greatly over the years. When I was at school we were taught one method to reach one answer. Now, particularly in early primary phase, children are taught different methods to reach an answer, which includes different methods of working out and which also develops their investigation skills. For example, by the time children reach year six, the different methods they would have been taught for addition would be number lines, partitioning, compact method and expanded method. For lower ability children, they could use resources to aid them in reaching their answer, such as cubes, diennes, number squares and numicon. Plus visual aids around the classroom. The end goal means more students will be able to solve a mathematical problem, independently, using a method that suits them.
The maths curriculums aim is to give children a solid grounding. They can then develop their learning to improve their knowledge and apply it to real life situations; such as counting in groups of numbers such as 5’s, 10’s or 100’s. A skill especially needed when shopping or counting money.
The learning of maths is broken down into its Strands. This means that in maths earliest stages of learning, young children will learn shape, counting, patterns and sorting etc. through practical means. As children progress through the Key Stages they build on these skills.
1.2 Summarise the national curriculum framework for mathematics including age related expectations of learners relevant to the setting
Children who are in Reception classes (aged 40-60+ months) are taught by teachers using the Foundation Stage Curriculum for mathematics. The Foundation
Numeracy development is important for all children as maths is an important part of everyday life. The way in which maths is taught has changed greatly over the years. When I was at school we were taught one method to reach one answer. Now, particularly in early primary phase, children are taught different methods to reach an answer, which includes different methods of working out and which also develops their investigation skills. For example, by the time children reach year six, the different methods they would have been taught for addition would be number lines, partitioning, compact method and expanded method. For lower ability children, they could use resources to aid them in reaching their answer, such as cubes, diennes, number squares and numicon. Plus visual aids around the classroom. The end goal means more students will be able to solve a mathematical problem, independently, using a method that suits them.
The maths curriculums aim is to give children a solid grounding. They can then develop their learning to improve their knowledge and apply it to real life situations; such as counting in groups of numbers such as 5’s, 10’s or 100’s. A skill especially needed when shopping or counting money.
The learning of maths is broken down into its Strands. This means that in maths earliest stages of learning, young children will learn shape, counting, patterns and sorting etc. through practical means. As children progress through the Key Stages they build on these skills.
1.2 Summarise the national curriculum framework for mathematics including age related expectations of learners relevant to the setting
Children who are in Reception classes (aged 40-60+ months) are taught by teachers using the Foundation Stage Curriculum for mathematics. The Foundation