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Orange and Green Playful and Illustrative Portrait University Research Poster

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an example entry from 'Twice five...'

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wrote the original UK book "Do you panic at maths|

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Laurie works with a maths-anxious learner on the patterns in 9x table: 9, 18, 27, 36, ...

He is trying to show maths is 'pattern' and rules have reasons

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This could become a short portfolio item... 

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This could become a short portfolio item... 

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but also a topic for the major assignment. The portfolio would then have an entry (i) beginning a lit review, and (ii) a plan for the 2000 word assignment.

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Shishan Wang
Huishan Chen
Jiahui Wei

We are interested in the relationship between preschoolers and numbers. We found that preschoolers can indeed be influenced by social class, age, and number size, specifically when faced with addition and subtraction. Especially when confronted with smaller numbers, preschoolers have a considerable degree of skill in addition and subtraction. Although these skills can be used in a variety of concrete and hypothetical situations, they are still largely limited by their environment.

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Tianqi Zhao
Mengting Weng
Yi Zhou

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By Lima Khan Akter
Mosena Begum

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Jasmin Hamer
Abigale Brady
Alicia Bell
Freya Pattemore

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Haifeng Li
Zhaolongxuan Ma

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Three stages of mathematics learning "concrete, pictorial, abstract"

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Brenda appears 35 minutes into the video

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Another topic for the assessments: Maths skills and self-efficacy

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Another topic for the assessments: Maths skills and self-efficacy

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A maths educationalist who examined different mental processes required for maths acquisition.

She studied a system which makes it possible to identify each acquired skill and test for it.

For example, she asked a child how much an object added up to and the child responded 43. She then asked the child how do you know what is 43?

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She used a standardised chart to map a child's mathematics progression. She used a series of dots across the chart (each dot representing a mathematical skill). She explains that most of the dots are connected and that in order to understand higher levels of mathematics children are required to understand the lower levels.

However, children are often asked to add two-digit numbers without fully understanding the difference between units in 10ths.

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- Using these charts allows for teachers to understand where a child lacks knowledge and therefore their learning can be supported accordingly.
- Her results showed that children didn't learn a lot from what she was teaching but acquired a lot of skills along the way.
- you cannot always predict what a child learns it is up to the children what they learn and not simply the teacher.
- Children progress at different levels.
- She looks at how children build their knowledge rather than looking at the end result.
- To be able to teach you need to understand what the child already knows to help them progress.

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Maths a building block subject that the chart illustrates the need for lower level skills to access higher skills.
This can be difficult for teachers with a large class to be able to support all students. As Denvor explains that you cannot predict what a child learns and each will have their own different chart.
This can create difficulties in learning if there is large differences across the class in terms of what they understand.
Extension and support tasks will be needed to help supplement the teacher trying to split themselves across the group.

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Younger children need pictorial representations to help boost their understanding of mathematical concepts. They do not immediately understand the symbols and have to understand how it relates to the real world.

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It is a good way to make abstract maths visible, which helps kids to understand better.

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Children don't have a concept of number, if something looks bigger physically they will assume the number is greater.

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I had an understanding that there is a need to understand low level maths skills to be able to understand high level maths skills - In my experience in school this had more meaning for primary school, but once i got to a level or gcse maths I feel as though it became less relevant

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I believe that with younger children in primary school in order to be taught mathematics a lot is visual/concrete aids are used, such as the use of clocks say when a child is learning the time etc. This can be linked to Skemp's concept of relational and instrumental understanding. However, when children reach the age where they attend high school they get taught mathematics using more abstract ways and visual aids are typically avoided. However, when watching this clip of Brenda Denvor she mentioned that after carrying out her research, she discovered that children develop along their own path and at different times than their peers. This could suggest that the use of concrete/visual aids may be helpful for some children as they may develop at a slower rate than their peers.

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Ria Raza
Nadirah Yasmin

When children fail to realise that an object can retain its key qualities despite a change in appearance, they commit the conservation error. This is seen in the "Twice five plus the wings of a bird" video at 11:00. When the boy says that the red counters are more than the black counters because they were spread out, even though they were the same amount as the black counters.

One of Piaget's theories is that children in the pre-operational stage tend to think that if one aspect of an item changes, it must suggest that the item has undergone a change.

Children gradually develop cognitive abilities and progress at different paces. Activities and tasks should be challenging enough for children at their present level of understanding. Instead of using a one-size-fits-all strategy, teachers should create a variety of challenges for children at different stages of development. Instead of just giving children facts, teachers should provide them the skills they need to learn and grow both inside and beyond the classroom.