Research Question: How do different approaches to problem solving develop children’s mathematical language and reasoning?
Researcher(s): Hollie Wedmore, Gemma Plimmer, Sally Jones
Setting(s): Millpond Primary School
At Millpond Primary School there are three teachers working together on the maths research project. This has meant that they can develop their understanding of maths teaching and learning from Reception to Year 2. This is a fantastic opportunity to explore how children learn and develop their mathematical understanding. The purpose of this research project is to look at how we can develop language and reasoning across the EYFS and KS1. Millponds is a culturally diverse school and has a high percentage of children who speak English as an additional language. Therefore we hope to find ways to develop children’s language as this often becomes a barrier in mathematics as the children become older.
A note about Practitioner led Mathematical Research 2017
The Bristol Early Years Consortium Maths SLEs have received funding from the Boolean Maths Hub to:
- Develop specialist subject knowledge of mathematics teaching.
- Develop pedagogical knowledge of mathematics teaching.
- Improve the quality of mathematics teaching.
- Develop confidence and resilience in learning mathematics.
The SLEs as research mentors are using research as a form of CPD to achieve the above aims.
The research participants have sculpted their own questions for their research and the SLEs will meet with the research participants 6 times a year and have whole research group meetings three times a year. There are 15 teacher/practitioner researchers who work with children from two years old to seven years old.