We believe that the education that young people receive goes on to form the building blocks for developing lifelong learners.
The reading framework (2021) states that:
‘It is essential that by the end of primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.”
We can look at other opportunities within the curriculum for promoting reading and sharing high quality texts. We know that children need to be exposed to a wide range of language and vocabulary so that they can understand and apply it in later phases of their education and life. One area where we can find further opportunities is within mathematics. It is so important that children have mathematical stories and texts in all areas of the curriculum and as practitioners we are arguably great at doing this for science, art, history, geography but do we really embed it for maths?
What are the benefits of books in maths?
Let’s look at some of these benefits within maths. It’s so important that stories are used to help children develop mathematical concepts and support the development of their skills, knowledge and understanding. Stories can help children to develop a wide range of skills including reasoning, visualisation, communication, problem solving and logic skills. We can embed learning in a creative and enjoyable way, not just in the early years but in Key stages one, two and beyond. As a child, I remember struggling with the concept of division until a brilliant maths teacher introduced me to the book ‘The Great Divide’. As a year 6 student, I vividly remember it all falling into place – the story just made sense, the images were clear and so visual, I could relate to it and suddenly the concept of dividing clicked into place! This is a book I continue to use now in schools when teaching division.
In early years, the stories used often serve a dual purpose – to enhance the curriculum and to lead to further learning. For example, ‘The hungry caterpillar’ is a story about the life cycle of a caterpillar but also teaches counting, ordering, sequencing, days of the week as well as endless storytelling, writing and creative opportunities. When we teach maths to older children, why not continue to seek stories that help to embed learning, vocabulary and skills?
We know that children who have a secure ‘number sense’, at a young age, achieve more highly going forward with their mathematical ability. So being able to use stories, within teaching, to support and develop number skills is essential. While non educators often regard a number line as a counting line, we know however that it is so much more than this. A number line (or number track) also introduces children to sequencing, spatial relationships, more less and other mathematical concepts. Students need to have a secure understanding of the number system and need to be able to manipulate numbers confidently to then be able to infer and explore problem solving and word related number problems.
Subitising skills
Subitising is the ability to recognise the number of objects or items in a picture quickly without the need to count the individually. The mathematics Early Learning Goal now focuses on children having the ability to subitise confidently by the end of the Foundation Stage. This is a key skill that will help them with mathematical concepts as they develop understanding and skills.
In the Early Years and into Key Stage One, picture books are a great way of supporting subitising. Using books and physical objects in play allow children to practise physically moving objects or seeing them move and understand that the quantity is the same, despite them being in a different arrangement.
For example, the story ‘Handa’s surprise’ accompanied by a selection of fruit on a table allows you to demonstrate the different ways the arrangement changes but the total number of pieces of fruit will stay the same. For example, “I can see that the banana is now with the Monkey but there are still the same number of pieces of fruit on the table.”
Story Telling
What are mathematical stories and why should we all be using them?
Numbers stories are quite simply what you would expect – stories involving numbers.
There are many ways number stories can be used to support learning.
· Making up simple verbal stories
· Stories involving numbers in books
· Stories that you can tell, building it as you tell using loose parts.
· Number songs that link to stories and poems
This is the Easter Story. As we read the story, children counted the number of disciples, the number of crosses and explored positional language and direction.
Essentially books provide a concrete base for learning which is relevant and engaging.
Using stories to promote the recognition of number or fractions, to an older child they understand that when a group of objects are moved into a different arrangement the total stays the same, but younger children need to have continuing opportunities to develop these skills through practical, hands-on experiences.
As children develop a secure grasp of subitising this skill can be used as a starting block for conversations around fractions. For instance, if 4 sweets are on a tray separated into 2 groups of 2 we know there are four sweets but we can also begin to introduce children to halving – half of 4 is 2. Subitising and the further skills it supports, allows young children the opportunities for talk and discussion which will deepen their understanding, develop their vocabulary and apply skills in a real-life situation.
So other than developing mathematical concepts why else could we use stories to embed the teaching of mathematics?
From a very young age, children enjoy sharing books with adults; the colours and pictures initially attract them, and later the storylines and characters. Stories make anything seem possible with just the use of their imagination. Therefore, this makes stories a good way to help children to develop mathematical ideas. The use of stories to support mathematics also allows children to put maths into real life situations which help them to develop skills that they can use in other aspects of learning and life.
If just a couple of mathematically based questions are asked when sharing a book with children, they will soon develop their mathematical awareness, vocabulary and understanding with increasing excitement, purpose and fun.
So how can stories be use to have a powerful impact?
· Using the illustrations in story books can further develop mathematical vocabulary and questioning, introducing vocabulary that is not common in everyday life.
· If there is a number on the page, ask your child to show the correct number of fingers or count up to the number aloud.
· Allowing opportunities to develop an understanding of positional language vocabulary e.g. 'what is behind...?' or 'who is in between...?'.
· Use comparative vocabulary when asking questioning e.g. 'can you see something smaller than...?' or 'is there anything taller than...?'
· Introduce and apply vocabulary related to shape e.g. 'can you see anything in the picture that is round?' or 'point to something with straight sides.'
· Maths through stories allows children to begin to consider Storylines and story sequencing. Stories that develop a problem are a wonderful opportunity to encourage your child to think critically about the problem, why it needs solving and how that could happen.
· Once the solution in the story has been found, re-reading the story allows children (and adults) to re-cap on how the problem came about in the first place.
Books, Maths and Movement
We know that by being active in lessons children learn- children need opportunities to explore and practise to be able to develop and remember skills. This can link nicely to stories, wellbeing and PE. A story about a journey allows children to develop direction and map making skills. Likewise, a story about shopping helps with counting and money.
Our colleagues at CMXSC Sports are currently developing a ‘Maths on the Move’ programme which promotes active learning which, in turn, supports children's mathematical development through sport. The programme includes following directions, counting skips or jumps), music (e.g. clapping a repeated rhythm, singing mathematical songs). If you are interested you can learn more you can find out more on their website(https://www.cmxsc.co.uk) and hear from schools already taking part https://www.youtube.com/watch?v=G-L_gya-ov0.
In conclusion, whatever maths scheme you use, there are always a world of opportunities to allow books to be used to support mathematics in the early years, key stage one and beyond.
Finally, to bring maths alive how many of you know that the word calculus actually just means ‘small pebbles?’
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