Ms Cassidy, a Year 2 teacher, is reflecting on her maths teaching practice. She feels she relies on using PowerPoints and worksheets too heavily in her lessons and wonders whether this is having an impact on her children’s motivation. She wants to incorporate a wider variety of mathematical contexts into her lessons. Could mathematical games add gains to her lessons?
As teachers, we are continually making decisions about what’s best for our pupils and the context we are in. We’re in a continual loop of trying things out and reflecting on our practice – analysing which strategies make a difference for the children we teach.
Using research evidence can enhance our professional expertise, helping us to make informed decisions about which approaches to implement and those to avoid.
Mathematical development
Mathematical development involves acquiring skills, conceptual understanding, and factual knowledge across a range of topic areas. It involves forming connections between concepts. Children also need to develop reasoning skills such as logical thinking and the ability to justify and explain their ideas.
But knowledge and skills aren’t everything. Other factors that impact the rate at which children develop mathematically include working memory, language, and motor skills. Their personal interests, levels of enjoyment and attitude towards maths also play an important part.
Context counts!
Recommendation 2 of EEF’s ‘Improving Mathematics in the Early Years and Key Stage 1’ guidance highlights the importance of exploring mathematics through different contexts, including books, puzzles, songs, rhymes, and games.
Meaningful contexts can make learning relevant for young children. They can support the development of a deeper mathematical understanding and help children to make those vital connections.
Games are a naturally engaging and motivating context, especially for our youngest learners.
The graphic below summarises what the evidence tells us about the potential benefits of using mathematical games, highlighting how they can be used purposefully as a teaching and learning tool.
This graphic, along with the questions below, can support teachers like Ms Cassidy to reflect on their practice in relation to the use of mathematical games:
- Are mathematical games a motivating context for the children you work with?
- What is the purpose of the mathematical game?
- At what point should they be used in the lesson sequence and for what reason?
- Can games be adapted so they have greater benefits to children’s mathematical learning?
- What is the adult role when children are playing a mathematical game?