SEAL /Numeracy Catriona Gill Acting HT Greengables Nursery We - - PowerPoint PPT Presentation

SEAL /Numeracy

Catriona Gill

Acting HT Greengables Nursery

“We found that most children were developing their counting skills well through a range of learning

• experiences. . . There is more to be done to ensure

staff develop children’s skills and confidence in all areas of numeracy and mathematics”

(Quality and Improvement in Scottish Education 2012-2016)

‘The role of the practitioner..[is]..of critical importance if young children are going to extend their thinking, widen their skills and consolidate their learning in play.’

Building the Ambition

Stages of Early Arithmetical Learning SEAL

 SEAL is based on research about how children

learn.

 You don’t “do” SEAL  SEAL is about helping children to develop deep

level understanding of number and number

• perations, using our knowledge of the

progression of their learning.

 Children develop their numeracy skills through

real life experiences, routines and PLAY.

Building the Ambition

 Experiences which…  Adults who…  An environment which…

What are the features of effective learning and teaching in mathematics?

From the early stages onwards, children and young people should experience success in mathematics and develop the confidence to take risks, ask questions and explore alternative solutions without fear of being wrong. They will enjoy exploring and applying mathematical concepts to understand and solve problems, explaining their thinking and presenting their solutions to others in a variety of ways.

CfE Mathematics: Principles and Practice

Developing:

 number sense, especially understanding number symbols,

eg ‘the fiveness’ of 5.

 recognising numbers as dice and domino patterns

(subitising)

 comparing numbers like 5 and 7, saying which is more  predicting the result of adding or taking away one  developing an understanding of numbers as made up of

• ther numbers (partitioning)

 developing an understanding of number combinations

(Geary, 2011; Gifford, 2014).

What predicts success in mathematics?

Stages of Early Arithmetical Learning

The Teaching and Learning Cycle

Where are they now? Where do I want them to be? How will I know when they get there? How will they get there?

The Emergent Child

This child:

 Attempts to count  May not understand all counting tasks (social

counter)

 May not know all the number words  May not be able to coordinate number words

with items

 May not have the organisational skills

The Emergent Child

Key Messages

Number Word Sequences

FNWS /BNWS Starting and stopping at different numbers Next number forwards and backwards Number after and before

Numerals

Numeral Identification. Point to the number, can they say it? Numeral Recognition. Say the number, can they find it? Sequencing numerals forwards and backwards

Counting Visible Items

Counting a group/row, forwards and backwards. Creating a collection of a given number. Counting two groups/rows. How many altogether? Can they count on?

Key Messages

Spatial Patterns

Subitising – seeing how many. Dot patterns – dice, pairs and random arrays Support learning with movement and sound

Finger Patterns 1-5

Sequential – fingers seen/unseen Simultaneous – fingers seen/unseen Double patterns Keeping track of counting.

Temporal Patterns and Sequences

Copying and counting movements. Copying and counting rhythmic patterns. Copying and counting sequences and sounds.

A rich context for learning

 Young children are active social learners. From birth they

have an awesome capacity to make sense of the world (their surroundings), to explore, examine and understand it.

 They learn best in situations which are meaningful and

make sense to them.

 These situations are play, being involved in real

experiences and everyday routines