PROGRAMME Early mathematics is surprisingly important and cognitively fundamental

Transcription

1 PROGRAMME Early mathematics is surprisingly important and cognitively fundamental Developing mathematical ideas with children (3-8 years) Dublin Castle Conference Centre, 24th November 2014 ncca.ie/mathsconf #maths3to8 primar developments foráis sa bhunscolaíocht

2 AGENDA Mathematics is a way of thinking about and seeing the world. It is part of the DNA of children s conversations, their play, their daily routines and activities and their interactions with each other. Building on this, the conference aims to explore what good mathematical experiences for children look like in the initial years of primary school and why these experiences are important. The conference will showcase examples of innovative maths teaching and learning from classrooms and services around the country. The conference will conclude with the launch of two exciting research reports which provide new ideas for redeveloping the primary school mathematics curriculum beginning with junior infants to 2nd class Check-in and refreshments Welcome and introduction Dr Sarah Fitzpatrick, Deputy Chief Executive, NCCA Main Conference Hall Keynote 1: The Building Blocks of Early Mathematics Professor Douglas Clements, University of Denver Main Conference Hall Tea/coffee break - Foyer Workshops Lunch See workshop lists and signs for room details Castle Hall Keynote 2: Progression in Play and Playful Learning Professor Elizabeth Wood, Sheffield University Main Conference Hall Workshops See workshop lists and signs for room details Launch of NCCA research reports: Mathematics in early childhood and primary education (3-8 years) Introduction: Brigid McManus, Chairperson, NCCA Researchers: Drs Elizabeth Dunphy, Thérèse Dooley and Gerry Shiel Launch of reports by the Minister for Education and Skills, Jan O Sullivan, TD Main Conference Hall 4.15 Close

3 KEYNOTES The Building Blocks of Early Mathematics What are the building blocks of mathematics? How important are they? Doug Clements answers these questions by summarizing recent research and development work. One effective instructional approach featured in all these is basing instruction on learning trajectories. This approach will be illustrated through a set of research projects using learning trajectories successfully. Professor Douglas Clements, University of Denver Progression in Play and Playful Learning Although there is much support for the value of play to children s learning and development, research shows us that teachers continue to struggle to integrate play into their practice. Often the balance between structured play and free play tips more towards the former when the priority is to achieve specific learning outcomes. Another concern is that play is left in the pre-school phase, in the transition towards more formal ways of teaching. In this presentation, Elizabeth Wood will consider research that shows how important it is to maintain playfulness and creativity in learning and teaching. In order to do this, we need to understand progression in play - how play changes over time, and how playfulness contributes to learning dispositions that may have lifelong relevance. Professor Elizabeth Wood, Sheffield University

4 MORNING WORKSHOPS 1. The Children s Measurement Project * Prof Douglas Clements will outline his research into how young children develop the concept of measurement. Professor Douglas Clements, University of Denver 2. Funds of knowledge in play * In this workshop we will look at the ways in which children (4-7 years) bring together funds of knowledge in their play from many different contexts in their lives. These funds of knowledge reflect their wider social and cultural experiences, with a mix of creativity and imagination. Play reveals assemblages of these funds of knowledge, including misconceptions and emerging concepts. We will consider the implications of these ideas for learning, and for how young children become mathematicians. Professor Elizabeth Wood, Sheffield University 3. Teaching mathematical problem solving in the primary school: Changing behaviours This workshop examines how teachers might teach through mathematical problem solving in the primary school. It will examine current issues in relation to teaching problem solving including examining how to foster interest in mathematical problem solving, creating appropriate mathematical problems and structuring effective mathematical problem solving lessons. Ideas in relation to teaching in the middle classes specifically will be explored. Dr John O Shea, Mary Immaculate College, Limerick and Pauric Stapleton, Carrigeen National School, Co. Kilkenny Repeated in afternoon *

5 questions you can ask instead Exploring teaching practices for improving the quality of discourse in mathematics classrooms What is Maths talk? What does it look like? In this workshop we will explore research on the teacher s role, on changing the types of questions we ask and on the importance of selecting rich mathematical tasks. We ll use videos of classroom teaching to look inside three senior infants classrooms and explore their maths talk as they explore and reason about algebra, data handling and shape and space. We ll work on writing open questions that will excite student curiosity, provoke critical thinking, elicit reflection and help students construct their own meaning for the mathematics they are studying. Dr Aisling Leavy, Mary Immaculate College, Limerick and Amy Looney, Scoil Niamh Community National School, City West, D24 5. Facilitating young children s understanding of the equal sign This workshop will focus on research conducted with 1st class pupils in which Cuisenaire rods were used to challenge and develop their understanding of the equal sign. We will discuss the intricate roles that task, talk and tools play in the growth of young children s mathematical conceptions. Dr Thérèse Dooley, St Patrick s College, Drumcondra and Aisling Kirwan, Holy Family National School, Rathcoole, Co Dublin

6 MORNING WORKSHOPS 6. Word-problems and the Gaelscoil child: An bhfuil fadhb ann? This workshop examines the challenges of engaging with higher-order tasks in an immersion setting. The demands of mathematical problem-solving through Irish as a second language will be discussed in the context of a small study with children in a Gaelscoil. Miriam Ryan, St Patrick s College, Drumcondra 7. Numeracy through play and everyday activities This workshop will explore how numeracy concepts can be developed through play and everyday activities in the Free Preschool Year and how numeracy needs to be linked to children s home life and community environment as outlined in Aistear. Patsy Stafford, Maynooth University, Froebel Dept of Primary and Early Childhood Education and Cathy Steenson, Little Treasures, North Wall Women s Centre, Lr Sheriff St, D1 8. Mathematics for children aged 3 years and under Funded through the National Early Years Access Initiative (NEYAI), the Docklands Early Numeracy Project involved parents and early years practitioners using Aistear to improve children s (0-6 years) numeracy outcomes. This workshop focuses on mathematical learning activities for children aged 3 and under. Dr Josephine Bleach, Early Learning Initiative, National College of Ireland, Michelle Moore, Parent Child Home Programme and Moira Ward, St Andrew s Resource Centre, Pearse St

7 AFTERNOON WORKSHOPS 1. The Children s Measurement Project * Prof Douglas Clements will outline his research into how young children develop the concept of measurement. Professor Douglas Clements, University of Denver 2. Funds of knowledge in play * In this workshop we will look at the ways in which children (4-7 years) bring together funds of knowledge in their play from many different contexts in their lives. These funds of knowledge reflect their wider social and cultural experiences, with a mix of creativity and imagination. Play reveals assemblages of these funds of knowledge, including misconceptions and emerging concepts. We will consider the implications of these ideas for learning, and for how young children become mathematicians. Professor Elizabeth Wood, Sheffield University 3. Early number concepts This workshop will look at the teaching of mathematics in the early years of primary. It will focus on both the discrete mathematics lesson and the embedding of mathematics across the curriculum using play-based methodologies to support all children s learning and development as advocated by Aistear. Dr Lorraine Harbison and Audrey Halpin, Church of Ireland College of Education, Rathmines Repeat workshop *

8 AFTERNOON WORKSHOPS 4. The Algebra Project This workshop will examine the Algebra Project pedagogy and how children in infants to fifth class can focus on feature talk to mathematize an event. Donna Owens, Máire Manning, Gael Scoil Thomais Daibhis, Mallow, Co Cork and Jerry Lynch, Rahan National School, Mallow, Co Cork 5. Supporting children at risk of experiencing difficulties in early mathematics The session will examine aspects of early childhood development in mathematics and some of the difficulties that can arise in relation to special educational needs and the influence of social and economic factors. It will then look at some potential inclusive prevention and intervention strategies drawing on research conducted in Irish primary schools. Dr Joseph Travers, St Patrick s College, Drumcondra and Órla McKiernan, PDST and St Mary s School, Greenhills Rd, Tallaght 6. Mathematics for children aged 3-4 years Funded through the National Early Years Access Initiative (NEYAI), the Docklands Early Numeracy Project involved parents and early year s practitioners using Aistear to improve children s (0-6 years) numeracy outcomes. This workshop focuses on mathematical learning activities for children aged 3-4 years. Dr Josephine Bleach, Early Learning Initiative, National College of Ireland, Mark Shinnick, Holy Child Preschool, Rutland St and Aisling Rourke, St Andrew s Resource Centre,

9 PM 7. Khan Academy in the primary school Martina Sexton of St Peter s Primary School in Bray, will talk about using Khan Academy with her second class pupils and will discuss the MATH-letes Challenge which was won by her fifth class last year. Martina Sexton, St Peter s Primary School, Bray 8. Young children mathematizing This workshop will examine ways teachers can support young children in communicating their mathematical thinking and understanding. It will explore how strategies such as children s mark-making, drawing, use of ipad and digital photography stimulate mathematizing in the infant classroom. Dr Elizabeth Dunphy, St Patrick s College, Drumcondra and Ross O Corráin, Citywest Educate Together National School

10 KEYNOTE SPEAKERS Professor Doug Clements is a Kennedy Endowed Chair in Early Childhood Learning, a Professor, and the Executive Director of the Marsico Institute of Early Learning and Literacy at the University of Denver s Morgridge College of Education Previously a kindergarten teacher for five years and a preschool teacher for one year, Doug has since conducted research and has been published widely in the areas of: The learning and teaching of early mathematics Computer applications in mathematics education Creating, using, and evaluating a research-based curriculum and in taking successful curricula to scale using technologies and learning trajectories Development and evaluation of innovative assessments of mathematics achievement, as well as mathematics teaching. Professor Elizabeth Wood teaches on the Masters and Doctoral programmes in Sheffield University in the fields of early childhood and primary education and teacher s thinking and classroom practice; policy analysis; equity issues. Elizabeth has worked on professional development action research projects with teachers in early childhood settings, primary and secondary schools. Elizabeth s fields of research and teaching include early childhood and primary education, focusing on the following themes: learning, pedagogy and curriculum; play and learning; policy analysis and critique (national and international); equity and diversity; teachers beliefs and practices; professionalism and critical perspectives in education. Within the theme of play, her research focuses on pedagogy and practice, the ways in which play has been captured in policy sites, and the construction of educational play. Elizabeth is interested in respectful and ethical ways of researching and understanding play from children s perspectives.