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Building mathematical thinking through whole-class child-led learning
| Content Provider | Scilit |
|---|---|
| Author | Parker, Amy |
| Copyright Year | 2021 |
| Description | In this chapter, the authors share their thinking and practice as they followed the children's lead, listening to their mathematical ideas and how they could use these as a starting point for teaching to deepen learning for the whole class. They pose some key questions to focus their thinking and understanding. Children continue to have opportunities for child-led learning throughout the year even if the balance does begin to shift towards more adult-led as the children get ready for Year 2. By considering the benefits of a play-based curriculum and the role of the adult within it, our children are confident, motivated, independent learners who are able to meet the increasing demands of their curriculum, and we are reassured as 'teachers' that we are meeting the needs of the children through their play. Book Name: How to Recognise and Support Mathematical Mastery in Young Children's Play |
| Related Links | https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.4324/9780429026072-6&type=chapterpdf |
| Ending Page | 136 |
| Page Count | 28 |
| Starting Page | 109 |
| DOI | 10.4324/9780429026072-6 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2021-06-18 |
| Access Restriction | Open |
| Subject Keyword | Book Name: How To Recognise and Support Mathematical Mastery in Young Children's Play Education Research Children Building Mathematical Thinking Curriculum Confident |
| Content Type | Text |
| Resource Type | Chapter |
