Our Why
Ever wished that learning maths could be more JOYFUL and PLAYFUL for young learners?
Here in the UK we have a long-term and increasing issue with low levels of numeracy in the adult population. Yet, we all know that maths is very important for young children’s lives and their future life options. If we can help young children build firm mathematical foundations, we will have given them a really good start. It is also important that families and practitioners work together to support children’s mathematical learning.
THIS IS THE CHANGE WE WANT TO SEE IN THE WAY NUMBER IS TAUGHT AND LEARNED BECAUSE...
- The quality of number teaching and learning varies unacceptably from pupil to pupil in schools. Improving the consistency and quality of teaching is crucial if all pupils, rather than some, are to make sustained progress.
- Manipulatives are used in some educational settings to support teaching and learning but they are not used as widely or as effectively they should be.
- There is a disparity in children’s pre-school knowledge of mathematics leads to vast gaps of the highest and lowest attainers at school leaving age.
- Studies show that differences in number knowledge increase as children progress through schooling. There is a clear tendency for low attainers in the early years to continue to be low attainers throughout the primary years and to develop negative attitudes to mathematics. There is a need, therefore, to give every child a positive understanding of number and build success in early number work.