Much attention is being given to encourage maths at younger and younger ages. As practitioners we can feel under pressure; are we giving our children enough opportunities for maths?
I recently came across this helpful article by Pradnya Patet. “Children may naturally demonstrate their intuitive knowledge about math in the process of play but mathematical proficiency does not just emerge on its own,” she writes. “Once the teacher has observed and assessed the exploration already happening, they should think about ways to make the children’s investigation more meaningful.”
Read the article for practical ideas of how to “add, subtract, multiply, and divide appropriate resources in a way that will encourage the children to problem-solve on their own”