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Number Sense In Younger Children

How to help children develop a sense of number

Date : 26/07/2021

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Julie

Uploaded by : Julie
Uploaded on : 26/07/2021
Subject : Maths

Reasoning in Maths KS2

Developing maths reasoning skills at and before KS2 is crucial to succeeding in the new curriculum and its maths mastery approach to learning.

Moreover, as the result of the KS2 SATs, with their focus on maths reasoning questions have shown us, pupils need strong applied reasoning with their maths facts to be able to succeed.

My approach to primary school mathematics teaching and learning is that it should be about exploring, reasoning and challenging thinking . Though I recognise that fluency in maths and memorising key number facts is essential in Key Stage 1 and Key Stage 2 mathematics, to acquire the basics, these skills should be used and applied in real life contexts.

The questions from recent reasoning SATs papers seem to align with my belief. To succeed in the national curriculum tests, it is clear that children require deep knowledge of facts and mathematical concepts. Moreover, they need to be able to use and apply these facts to a range of contexts, and different types of word problems, including the more complex multi-step and two-step word problems.

What is reasoning in maths?

Let s start with the definition of maths reasoning.

Reasoning is fundamental to knowing and doing mathematics. We wonder how you would define the term? Some would call it systematic thinking. Reasoning enables children to make use of all their other mathematical skills and so reasoning could be thought of as the `glue` which helps mathematics makes sense.

The second aim of the new mathematics national curriculum in England (DfE, 2013) is that all pupils will:

reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

In my opinion it is only when we teach children to reason and give them the freedom to look for different strategies when faced with an unfamiliar context that we are really teaching mathematics in primary school.

Why focus teaching and learning on reasoning?Logical reasoning requires metacognition (thinking about thinking). It influences behaviour and attitudes through greater engagement, requesting appropriate help (self-regulation) and seeking conceptual understanding.

Reasoning promotes these traits because it requires children to use their mathematical vocabulary. In short, reasoning requires a lot of active talk. In my lessons this is done through partner teaching as well as talking ideas through with a partner.

It is worth mentioning that with reasoning, active listening is equally important and if done right can also ensure increased learning autonomy for pupils.

5 tips for developing mathematical reasoning in the KS2 classroomWhile small changes will not provide the framework you need to properly embed reasoning in the classroom when implemented alongside ideas such as those mentioned above. These tips can help install greater depth in maths in your class for all ability levels.

1. Start lessons with a question.

2. Start lessons with a provocative mathematical statement and challenge your class to provide the mathematical proof: N will always = N or Multiples of 9 always have the digital sum of 9 .

3. Present answers to SATs question as a puzzle to generate discussion ,particularly good as a do now start to a lesson .

4. Grouping children in threes is the magic number when working through problems. Child one talks through the problem. Child two writes down everybody s reasoning. Child three actively listens and watches.

5. Include reasoning prompting posters around the classroom.


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