Parent Project

QA 6 Collaborative partnerships with families and

communities

Developing parent understanding about numeracy

learning in the early years

Strengthening parent understandings about the

important dispositions for an engaged and powerful

learner in numeracy

Part 1 Parent Play Day

Look, Listen and Learn

Playing with Mathematics

Workshop for parents and caregivers with

Lisa-Jane O’Connor

Primary Maths Association

Parents and caregivers were invited to attend a 90 minute interactive workshop with their child.

Lisa-Jane O’Connor from the Primary Maths Association took the parents and caregivers on a

journey to explore mathematics and numeracy one on one with their child. She provided resources

and materials for the adults and children to explore and investigate. Lisa-Jane presented examples

of activities families can do at home or when there are out and about with their child.

At the end of the workshop Lisa provided an assortment of books for the adults and children to

read and view. Families took away with them not only new knowledge but also lots of information

and handouts.

The feedback from the Parent Play Day indicated that the workshop was useful. Some parents

commented on the feedback sheet that they were focussing too much on counting before and

that numeracy for pre-schoolers is much more than counting and adding. Other comments

included being mindful about what to say when talking about mathematics because it can impact

on the child’s perception of maths if negative comments are made.

On the feedback form parents were asked how they would use the information received during the

workshop when playing with their child. The overall response was to encourage and involve their

child into daily activities, engage it with mathematics and make it fun.

Parents and children explored and participated in the following

activities.

Noticing – what it looks like

Mirroring – do what I do

What do you notice?

Noticing spatial, pattern, colour

Find 4 patterns

Noticing size, quantity, spatial attributes

Lots of kind of big

Find 5 different big

Using digits to create numerals that represent a

quantity/number

Making a period – there are 3 digits in a period

Some Important messages from the workshop

• Be positive about maths

• Let your child know that everyone can learn maths.

• Let your child know that you think maths is important and fun.

• Be positive about your own maths abilities.

• Encourage your child to be persistent if a problem seems

difficult.

• Celebrate and share in the excitement when your child has

made an effort, had a go, solved a problem and understood

something for the first time.

• Encourage your child to talk through their problem solving

• Make maths part of your child’s day

• Treat mistakes as opportunities to help your child learn

something new

Playing the ‘noticing’ game. “I

notice… What do you notice?”

Mirroring. “Do what I do.” Making a period – there are 3 digits

in a period.

Stacking and Packing.

Mirroring. “Do what I do.”

Mirroring. “Do what I do.”

Making a period – there are 3 digits in a period.

Find 5 different big.

Noticing game. “find something that is

prickly, something big and something

that rolls.

Showcasing

resources

Part 2 Mathematics Play Group

Parent Stay and Play

Study Parent involvement in Mathematics

What we looked for Parents’ perceptions about Mathematics and

Numeracy learning How informed are the parents about Mathematics

and Numeracy learning in preschool Do their thoughts in Mathematics and Numeracy

learning align with the Early years curriculum The role they see themselves in their child’s

Numeracy learning.

Methodology 1. Discuss with the participants the goals of the study and their role in the study.

Including the following: the important role they have as parents in their child’s education engaging in mathematics to develop numeracy in the early years linking this to the Early Years Learning Framework how the preschool numeracy indicators are used to help explore the connection between the child’s engagement

with their world and their mathematical development the important learning processes that facilitates children’s numeracy learning the important dispositions for active participation in learning, problem solving, dealing proactively with new

situations, communicating effectively in a variety of forms and collaborating with others – it all leads to powerful learning

the importance of supporting a growth mindset 1. Completing pre and post- study questionnaires. Information was gathered in two stages.

perceptions of mathematics and numeracy learning parent role in supporting their child’s numeracy learning what their child should know or experience during their preschool years in terms mathematical

knowledge and numeracy experiences 2. Complete the pre-test questionnaire prior to the Parent Play Day workshop with Lisa-Jane O’Connor from the Primary

Maths Association. 3. Participate in the Parent Play Day workshop 4. Engaging with their child in play experiences at preschool for one hour each week. During the play experiences the

parent is encouraged to support their child’s numeracy development and observe and record the learning the parent thinks their child is demonstrating and the learning processes involved.

5. Engaging with their child in one numeracy activity at home and recording the learning the parent sees Participants There were 7 participants All participants received a pack containing readings and other supportive materials as well as observation templates to

document their child’s play experiences.

Results from the Pre and Post Study Questionnaires The post- study questionnaire was completed at the end of the study.

Pre study perceptions of mathematics and numeracy learning

Post study perceptions of mathematics and numeracy learning

“Largely based on numbers, counting/times tables, algebra statistics etc.”

“Much more now! Not just numbers. It can involve all sorts of everyday activities and learning. Maths is simply not learning to count. It includes many skills – sorting, noticing and creativity.”

“Maths forms the building blocks of life.”

“It is the basis of everything that makes up our world.”

“Mathematics and numeracy surrounds us and our world.”

“Mathematics and numeracy surrounds our lives – it encompasses many of our daily activities and leisure activities.”

“Problem solving and calculating.”

“Maths is useful for everything we do and it is so important for our little ones to see this.”

“Having support from your parent when support is needed.”

“Positive.”

“Solving problems and understanding why it is done that way…using different measures.”

“There’s a lot more to it than just a Maths class.”

“Maths is crucial to survive… without Maths you can’t do much!”

“Very positive ….. and believe it is a foundational skill for life.”

Pre study responses to the parent role in supporting their child’s numeracy learning

Post study responses to the parent role in supporting their child’s numeracy learning

“Engaging when they are showing curiosity, counting with them, pointing at numbers and making it fun.”

“Very important – I have been able to put aside my predisposition of somewhat negativity/worry because I never was a “natural” of Maths. I wouldn’t be much help to my children. I know now that I am and can influence them positively.”

“Working alongside my child…not pushing…encouraging and working with the child’s interests and building on that.”

“I see my role as a support. I found it stressful putting an actual focus on mathematics and numeracy learning even if it was in a ‘play’ based sense. I will continue to support my child when opportunities arise naturally in our daily routines (as have previously) and avoid at this point, pushing the learning!”

“Exposing to many different elements/concepts…making learning fun. Instill a curious mind.”

“Exposing the varied elements of mathematics and numeracy – to all time and to be able to explore and engage in concepts – grasping the concepts/and recognizing them in their own time and way.”

“Providing a good solid foundation and to see how it can be applied to everyday life.”

“To show confidence in the area and not to be afraid to give everything a try. Being resilient is the way to being a great mathematician.”

“Help building my child’s confidence and hunger to learn.”

“Remaining a positive role model and making learning Maths a fun and interesting experience.”

“Making it easier so that the child can understand and not frustrated and quitting. “Providing experiences and using the right tools.”

“Giving experiences that are fun. Not pushing. Helping and guiding through play/experiences.”

“Following their lead and interest – providing information and helping them to understand… by simplifying and showing how it helps in everyday life.”

“Supportive role to help them learn – make it fit their world.”

Pre study responses to what their child should know or experience during their preschool years in terms mathematical knowledge and numeracy experiences

Post study responses what their child should know or experience during their preschool years in terms mathematical knowledge and numeracy experiences

“Learning more than numbers, recognizing how they work in everyday life, how they interact together not just counting 1-10.”

“All the foundation areas of noticing, problem solving, processing information, explaining solutions/problems and using initiative to these areas.

“Introduction and exposure to numbers and counting in an informal context; keeping it fun. I believe preschool should be predominantly play based and learning should not in any way be forced upon children. If the child is interest, definitely work with that and nurture that. If not keep it informal or running the risk of putting them off long term.”

“Absolute basics unless interested in own further learnings. Learning to count 1-10 and some basic numeral recognition in terms of academic learning. Otherwise just exposure to different concepts and lots and lots and lots of play.”

“Exposure to number experiences…having fun, practicing and engaging in experiences and toys or the environment in a mathematical way – socially.”

Should know numbers and their names, how to count, how some numbers/digits are associated with other objects – house number, age, time; sizes, comparing and noticing, identifying digits, spatial awareness – their body in space, coordination, building towers – how things/objects fit in another – puzzles. Beginning to understand the concept of time.”

“Understanding how things have different shapes and can be measured. How numerals can help solve problems.”

“Understanding various numeracy concepts, numbers, shapes, time, spatial awareness, measurement, size differentials, patterns, distance etc.”

“Knowing their numerals and recognizing them. Understanding shape and patterns.”

“I think they should be able to recognize 1-10 and the shapes and notice patterning.”

“Counting, shapes, puzzles, size.”

“I think they should experience a broad basket; a bit of everything. Not forced to do it but when they are ready so its fun for them.”

“Guide their own interests during preschool and support it through play with no pressure and totally lead by the child.”

“General understanding of basic concepts that integrates with their play – I don’t think it has to be any more than noticing that integrates with their pay. Preschool should be focused on play and social skills everything else is a bonus.”

Results and Discussion

Perceptions of mathematics and numeracy learning Most participants indicated in their questionnaires how much they enjoyed mathematics during their primary and secondary years of schooling. Some have completed mathematics in years 11 and 12. One parent highlighted in her response about her predisposition to Maths and the concern that she will be unable to help

her children. After participating in this study she realizes that she can influence them positively. The initial responses indicated that mathematics and numeracy learning is based on numbers. It is about problem solving, calculating and using different measures. ‘Mathematics forms the building blocks of life’ and ‘without mathematics you can’t

do much’. The post responses were quite similar. The parents indicated that Mathematics is not just numbers, that it encompasses everything we do. Many skills are included such as notice, sorting and creativity.

Parent role in supporting their child’s numeracy learning Both the pre and post study responses highlighted the importance of being supportive, to help their child learn and to remain a positive role model and to make Maths fun. It was also felt that it was important to expose the child to the varied elements of mathematics and numeracy. What we noticed in the parents’

observation notes is their ability to engage their child in numerous learning opportunities to experience different strands of mathematics from quantifying to measuring and interpreting data. What their child should know or experience during their preschool years in terms mathematical knowledge and numeracy experiences The overall response from the parents at the end of the study indicated that children should be exposed to various numeracy concepts – number, shape, time, spatial awareness, measurement, patterns, comparing and noticing as well as problem solving. One parent said, “I think they should experience a broad basket; a bit of everything.” One parent wrote that numeracy learning is integrated within the children’s play.

The documentation the parents provided about their involvement with their child was very comprehensive. The children involved experienced a variety of learning and the parents captured their learning through observation. Their analyses captured the learning they believed their child was demonstrating and the processes involved. The language used in the writing observations and analyses included words such as: problem solving, reflecting, questioning, observing, ordering, counting, communicating, curiosity, confidence, commitment, motivation, enthusiastic, risk taking and persistence. This is an indicator that parents are closely observing the numerous skills, dispositions and learning processes their child is demonstrating

whilst interacting with their learning through play. According to Perry and Docket (2007) play can be incredibly complex. The observations recorded by the parents also demonstrated their skill at being a provocateur.

The parents were not only providing the experience and playing with their child, they were generating situations to challenge their child’s thinking by asking questions and introducing different elements in the play. The parents each provided positive verbal feedback about their experience. One particular comment from a parent made the purpose of this study so

worthwhile. What she has taken with her from this study is the confidence to bring in lots of different elements into her child’s play to support her child’s numeracy learning. She has come back a couple of times to tell us what she has been doing with her child at home to support and extend her child’s mathematics and

numeracy. It has given her confidence to take this new found knowledge with her when her child starts school.