When ACME extended its remit for mathematics education policy
from 5-19 to 3-19 years, we set out to identify the key issues from
stakeholders. We quickly became aware that this was not a simple
task, due to the complexity of the early years mathematics
landscape and the diversity of policy issues affecting educators in
different contexts. It also quickly became clear that the
mathematicss education and the early years communities needed to
join up: we learned there were lots of great initiatives and
resources, but we all had significant gaps in our knowledge of what
was available.
However, there was one issue everyone agreed on: they were
concerned about the state of early mathematics education in
England, as an area of comparative neglect. When ACME assembled a
roundtable, it included an impressive collection of
representatives, from the Department for Education, Ofsted, all the
major early years organisations concerned with childminders,
playgroups and nurseries, the maths associations, NCETM and Nrich,
as well as individual teachers , teacher educators and professional
development providers.
Following the All Party Parliamentary Group (APPG)'s recommendations, we suggested that the
curriculum, research, professional development and parents might be
key issues. Whereas the APPG had agreed on the need to revise the
curriculum to focus on number sense, the roundtable were strongly
divided, arguing against change. There also seemed to be key
differences about pedagogy, with some wanting more maths focused
activity and others wanting more free play, echoing the divisions
highlighted in Ofsted's (2015) report Teaching and play in the early years - a balancing
act? However, everyone was agreed that a major issue was a
general lack of confidence about maths in the early years workforce
and the need for professional development. Resources and guidance
were not lacking, but there was a lack of policy and direction
regarding these.
We are now delighted that, following more meetings, we have
a webpage which recommends key resources, as an
official one-stop shop for early years maths. Foundation Years is
supported by the government and the webpage was developed by the
charity 4children who hosted it. The Top Ten Lists include online
resources and professional books as well as ideas for stories,
rhymes and collections of things for young children including
babies and toddlers. Deceptively simple, this site provides easy
access to practical ideas and professional development. We hope the
lists will be added to and also spark some debate, as prioritizing
a 'top ten' obviously reveals bias and notable omissions! An
exciting feature is the list of sites in other countries, including
the US Erikson site with early maths videos and the New Zealand
site including maths picture books.
Professional development, our other agreed focus, is a harder
nut to crack, with issues about funding, qualifications levels and
lack of accreditation, as well as the differing priorities of
educators such as childminders and reception teachers. Again, there
is a wealth of initiatives, not all well known, including
the NDNA's Maths Champions, the REAM project with parents and developments in
the maths hubs. There is work to be done in publicizing these and
promoting a joined up approach to maths professional development to
create a more maths positive and informed workforce.
We hope to continue to work to develop early maths education
through the newly reformed Early Childhood Maths
Group, which will have its first meeting at the University of
Leicester on Friday 18th November. This will bring together
interested parties in an independent organization, joining up the
early childhood and maths education communities, to promote the
resolution of current issues and provide a one-stop shop for policy
makers regarding early maths education.
Please contact S.Gifford@roehampton.ac.uk if you are
interested in joining the Early Childhood Maths Group.