Thematic Meeting Plan: Developing Knowledge in Mathematics for Reception Aged Children
Meeting Details
- Date: 6th May 2025
- Time: 10:00 AM - 12:00 PM
- Location: Classroom 2B
- Duration: 2 hours
Meeting Objectives
- To further develop teachers’ understanding of effective mathematical practices for reception-aged children.
- To explore hands-on activities that foster mathematical thinking.
- To share strategies for enhancing mathematical language and vocabulary in early learners.
- To review current mathematics standards and expectations for reception classes.
Agenda
1. Welcome and Introduction (10 minutes)
- Greet attendees and introduce the topic.
- Quick icebreaker: Share one successful maths activity used in the classroom.
2. Understanding the Importance of Maths in Early Years (20 minutes)
- Presentation highlighting:
- The significance of early mathematics understanding as a foundation for future learning.
- Statistics on early maths skills related to long-term academic success.
- Open discussion regarding personal experiences relevant to early maths development.
3. Current Framework and Standards (20 minutes)
- Overview of the Early Years Foundation Stage (EYFS) framework and the expected outcomes for mathematical development:
- Number: Understanding numbers, counting, and simple calculation.
- Shape, Space, and Measures: Understanding properties of shapes and spatial awareness.
- Group discussion on the implementation of these frameworks in everyday teaching.
4. Interactive Workshop: Hands-on Mathematical Activities (40 minutes)
- Participants will break into small groups to rotate through various activity stations, each focusing on a different area of mathematics:
- Station 1: Counting with physical objects (e.g., blocks, counting bears).
- Station 2: Shape sorting games using everyday items.
- Station 3: Measuring activities with non-standard units (e.g., using string or blocks).
- Each group will spend about 10 minutes at each station and reflect on how these activities can be adapted for diverse learning needs.
5. Enhancing Mathematical Language (20 minutes)
- Discussion on the importance of mathematical vocabulary and language development.
- Strategies for embedding maths language into daily routines and play:
- Use of role play to teach concepts.
- Integrating maths into stories and songs.
- Share examples of effective resources and tools to enhance maths language.
6. Reflection and Sharing Best Practices (20 minutes)
- Participants will regroup for a reflective session discussing:
- Insights gained from the workshop.
- Thoughts on how to implement new strategies in their own classrooms.
- Compile best practices and strategies shared during the meeting for future reference.
7. Conclusion and Next Steps (10 minutes)
- Recap of the main points discussed in the meeting.
- Information on further professional development opportunities related to maths teaching.
- Distribution of handouts including resources and literature references for further reading.
References
- Early Years Foundation Stage (EYFS) Framework. (2021). Department for Education, UK.
- Cross, C. (2018). Maths Matters: The Importance of Early Mathematics. UK: Routledge.
- Sarama, J., & Clements, D. H. (2009). Early Childhood Mathematics Education Research. New York: Routledge.
- Wright, R. J., Beaver, J., & Tindall-Ford, S. (2018). Teaching Early Number: A Practical Guide for Practitioners. UK: SAGE Publications.
- National Centre for Excellence in the Teaching of Mathematics (NCETM). (2020). Mathematics in the Early Years: A Guide for Practitioners. Retrieved from https://www.ncetm.org.uk
This plan is designed to ensure educators leave the meeting with actionable knowledge and practical ideas to support their reception-aged learners in developing crucial mathematical skills.