Mathematics in the Primary School

maths in the Primary SchoolInnumerate sh solelyow infantren cost the taxpayer up to 2.4bn a year. In 2007, Sir Peter Williams the then electric chair of the Advisory Committee on Mathematics Education (ACME), was commissi nonpareild to care and make his recomm culminationations in response to the educateing of maths in archaeozoicish long time forwardnesstings and primary directs, with a view to assessing and improving upon the current practices of mathematics teaching in primeval years settings (EYS) and primary schools (Adonis 2007).By examining the visible(prenominal) point, drawing from the best practice nation entirelyy and internationally and by operative closely with the teaching profession, the Williams final publish was published in June 2008. By means of 10 recommendations the report identifies methods by which kidren in primary schools and early years settings can acquire a greater brain(a) of mathematics, and a greater appreciation of its importantance w ith relation to a successful get along withion with life during and after their school career is over. Through a high-quality political program and excellent teaching (Williams, 2008, p61), children should have confidence and feel comfortable with the innovation of Mathematics within their day to day lives.In the following, I allow explore the implications of the ten recommendations outlined in the Williams Report and impart shut with some reflection on the value of the report and the likely concern it will have on me as a trainee teacher. pass 1Considers the entry requirements necessary for Initial Teacher Training (ITT).GCSE Grade C mathematics continues to be the mandatory minimum requirement level. However the report argues that grade B in GCSE maths is desirable with the long-term ambition of the government initiative the Training and Development Agency for Schools(TDA), existence for all Qualified Teacher Status (QTS) graduates to have reached Masters-level accredita tion. However, this is currently deemed inadvisable prone the possible risk of falling enrolment of trainee teachersA higher antecedence is given to teaching experience by dint of teaching placements to maturation the students pedagogical knowledge, Williams (2008, p7) states that, a combination of deep subject knowledge and pedagogical aptitude is required to promote effective information, a view supported by the research body numeral Knowledge in Teaching (2007/2008).The evidence of good grounding in these two fundamental attributes turn ups taken unitedly they constitute a necessary condition to progress knowledge for all children up to the end of Key show 2, which prepares them well for Key Stage 3 ((Williams, 2008, p10).The only currently acceptable route to raising numeric understanding is finished properly funded and rewarded continuing professional cultivation (ibid p 12)Q14, Q15, Q19, Q25a,b,c,dRecommendation 2Local Authorities (LAs) are to continue to up-skil l and increase the numbers of their Mathematic Consultants.A continued extensive budget is to be set aside by the Government for local LAs to implement this following the recommendations make by the Primary National Strategy (PNS) (via the National Numeracy Strategy (NNS)), and in partnership with the National Centre for Excellence in the Teaching of Mathematics (NCETM). This funding to be used to develop and track refresher move Professional Development (CPD) courses for all LA consultants, evidence being that since the gate of the NNS, a transformation in the way mathematics is taught can be strongly correlated with the increase in the attainment levels of primary school children (ibid p 16).Q14, Q15, Q18, Q19, Q20, Q25a,b,c,dRecommendation 3Every school should have at least one mathematics specialist present (or have nettle to one), whose initial objective is to raise standards and narrow attainment gaps.By utilising the highly-trained (circa) four hundred LA Mathematic Consul tants to their fullest, a phased proposal is given to have a Mathematical Specialist present in every school which will re-enforce the sizeableness of mathematics within schools and enhance and allow flexibility for CPD learnings procurable to all teaching and support ply. Small and rural schools benefitting from pooled resources wherever possible. many a nonher(prenominal) of these specialists could be sourced from Newly Qualified Teachers (NQTs) trained to a higher numerical level through their ITT providers, and all specialists to be monitored by their respective corpus teacher.Q14, Q15, Q19, Q20, Q25a,b,c,dRecommendation 4The Department for Children, Schools and Families (DCSF) is to commission a set of materials which will help early years practitioners understand the effect of childrens development as shown through their mathematical grudge-making.The resulting report supports the introduction of childrens mathematical graphics (Worthington, M/ Carruthers, E, 2003), at the Early geezerhood Foundation Stage (EYFS). The EYFS adheres to the principles of the central immensity of creativity and critical thinking in early learning and development (Mark Making Matters, 2008, p2).By giving practitioners the tools to support and challenge a childs cerebration process through encouragement and understanding of the young childs mark-making, along-side open stop discussion (sustained shared thinking (Williams, 2008, p34)), the children will become confident and fitting communicators, twain orally and on paper, in all six areas of learning and development. (Mark Making Matters, 2008, p2)In relationship to mathematics, by encouraging a child to mark-make from a very early age, when children realise that attach can be used symbolically to carry meaning they begin to make marks as tools to make their thinking visible (ibid p3). Through drawing the child may develop their concepts in relationship to problem solving, reasoning and numeracy. The wideness of the Early age Practitioners taking the time to observe, listen and analyse childrens mark making in order to understand, praise and enrich the childs proceedings (ibid p3), is affirmed.However, I must(prenominal) agree with the importance of a young childs mathematical understanding being developed through imaginative play and effective mathematical learning for children in this age group needs to be predominantly amicable in nature (Williams, 2008, p36).Q15, Q18, Q19, Q20Recommendation 5The forthcoming review of the EYSF in 2010 is to consider the inclusion of time and capacity which Williams feel were omitted when the statutory early learning goals set out in the Statutory Framework for EYFS attainment and Development Requirements (DCSF 2006) were first developed.By using these two extra concepts along with those already required i.e., shape, space, measures along with the use of correct mathematical language, it would change the child to apply their mathematical knowledge in practical and sprightly ways (Williams, 2008, p36), whilst as well enhancing the childs understanding of problem solving.The responsibilities of effective pedagogy for this postpone falling to local authorities, leaders, managers and head-teachers.Q14, Q15, Q19, Q20, Q25a,b,c,dRecommendation 6The DCSF is to continue to increase the step of graduate practitioners going into Early Years Settings (EYS).The Childrens Workforce Development Council (CWDC) (2010), states tall quality early years provision can have a significant impact on childrens development, performance at school and their future day life chances (CWDC, 2010, Areas of Work- Early Years) and the early years workforce must be well qualified. (ibid)With reference to the Effective Provision of Pre-School Education (EPPE, 2004), the Millennium cohort Study (MCS, 2005) and the evaluation of the Neighbourhood Nursery Initiative (NNI, 2000), it recognises the importance of having a good proportion of trained teachers on the staff. The recommendation being for one graduate early years professional per setting by 2010 and with provision for two graduates per setting in disadvantaged areas.A member of staff having Qualified Teacher Status (QTS) and a Graduate Early Years Practitioner who has a specialism in working with early years children could have the most benefit to most childrens development and learning.Standards could also be raised with additional funding given to implementing CPD within the Early Years Workforce where mathematics is given essential priority. It should however be tell that EYFS provisions are currently very erratic throughout the UK.Q14, Q15, Q18, Q19, Q20, Q25a,b,c,dRecommendation 7Engaging the full understanding and commitment of participating children and their parents/carers in front the assault of discourse, paying special attention to the integration of interference in the class room and in a home-school partnership through official home-learning activities.Wher e research is undertaken, it is proven that the inclusion and understanding of parents/carers in the lead the onset of discourse is paramount in guaranteeing programme success, and parents/carers could support their childs learning progress through official home-learning activities. Equally, children who understand exactly the nature of the programme show genuine delight in their progress and the importance of this factor should not be under estimated for a successful programme (Williams, 2008, p55).In call of the integration of intervention, the DCSF National Strategy Standards (PNS) (1998) cites discussion is not just about additional out-of-class provision. It also includes reviewing what happens in class to make sure it is appropriately tailored to the needs of the children.Q14, Q15, Q18, Q19, Q20Recommendation 8The Wave 3 Intervention programme from The Every Child Counts (2008) initiative a partnership surrounded by government, businesses and the charity Every Child a Ch ance (2007) aims to enhance achievement for approximately 5%-10% of children nationally who are failing to master the fundamentals of numeracy (Adonis, 2007).Adonis (2007) states there is no single cause of under-attainment and therefore no single answer(ibid) It is best to summarise the implications, logistics and recommendations of wave 3 intervention in Year 2 as follows-Intervention should be led by a qualified teacher on a 1 1 teacher pupil ratio.The benefits of working in pairs or small groups should also be explored.The childs class teacher should be given responsibility to limit whether intervention is necessary. Investigation into of the efficacy of using video tapes for assessment and training should be undertaken.Diagnostic tools should be developed to aid teachers with assessment before intervention and monitor progress after leaving the programme, using for example, Assessing Pupils pull ahead (APP) and the Early Years Foundation Stage Profile (EYFSP).Intervention sh ould ideally last for one term and be completed by the end of Key Stage 1. Where it is deemed that a child is in need of intervention for both literacy and mathematics, it is imperative that mathematics be given equal standing to literacy.A wide range of (potentially costly) multi-sensory resources should be made available, for example, Numicom and the interactive whiteboard, to enable the teacher and child to select the appropriate aid to their specific issue.CCD programmes should be developed for the teacher as intervention specialist and for LA intervention specialists. Currently there is only a small cohort of intervention specialists available.Combining the roles of intervention specialist and mathematics specialist should be considered through the pooling of resources wherever possible to limit cost implications.Teaching Assistants could be unless trained to lead less intensive wave 2 and 3 interventions.A longitudinal study is to be carried out over the future(a) 10-15 year s to assess the success of the programme.Q14, Q15, Q18, Q19, Q20, Q25a,b,c,dRecommendation 9 and 10 extend to to the importance of continued building on the currently solid curriculum, with more than prominence being given to use and application (Williams, 2008, p60) of Mathematics crosswise all subjects and to give renewed focus to oral and mental mathematics.Q14, Q15, Q18, Q19, Q20, Q25a,b,c,d closing curtainIn conclusion, the above discussion has demonstrated the key features of the Williams Report and has reflected on the implications of the report for EYP, strategies for intervention and the roles of the curriculum, training, accreditation, head-teachers and the family.I have demonstrated how the Williams Report has both drawn on existing regulations, recommendations, policies and practice but crucially, identified the weaknesses in existing legislation.For me the key strengths of the report lie in its emphasis on the role of teacher pedagogy and practice and the shared respon sibility of the LAs with schools, in particular the head-teacher, and with the parent/carer.A key recommendation is being pro-active and understanding that every child matters.I feel the weaknesses of the report relate to its over-emphasis on high-levels of formal accreditation, which do not reflect an individuals natural gift to teach and which may jeopardise future recruitment.Of course, the question remains what the effect of new-made government changes and the very real and imminent threat of public sector cuts will mean for the practical implementation of the Williams report recommendations.