In 2016 ERO released the guide, Early mathematics: a guide for improving teaching and learning which stated there were two critical factors to support young tamariki to become both confident and capable in maths: pedagogical leadership and teacher knowledge. ERO suggests that there needs to be a balance between child-initiated learning experiences and deliberately planned activities (intentional teaching) to extend and develop mathematical understanding. To do this successfully kaiako need to know how to support and extend learning and integrate mathematics throughout the curriculum building on individual children’s knowledge and interests. This includes understanding cultural concepts such as kowhaiwhai, rangoli and tapa designs and integrating these into their teaching practice. Some ways leaders can promote mathematics is by providing access to professional learning for themselves and kaiako, encourage and lead reflective practice, share professional reading, action research and internal evaluation. Both the guide and Te Whāriki Online encourage kaiako to integrate Te Kākano within their practice. Te Kākano is a bicultural framework developed for early learning services in Aotearoa New Zealand to support the teaching and learning of maths ideas. Tamariki can develop as confident and capable mathematical learners through learning opportunities that reflect the many strands of Te Kākano, such as: ● Pattern "sniffling" - the process of exploring, making and using patterns. ● Measuring - for example, “How big is it?” ● Visualising and imagining. ● Locating - exploring space or finding or ‘locating’ something, such as a place (location), or an item in space. ● Grouping, positioning and classifying - such as, separating objects into groups with similar characteristics. ● Designing, tinkering and inventing. (the below image shares further strands) Te Whāriki Online suggests that a handsoff approach and belief that that “maths is everywhere” and doesn’t require intentional planning or involvement, may limit children’s learning. While very structured, teacher-directed practices might raise the achievement of skills in the short term, they can lead to negative attitudes that are detrimental to tamariki enjoyment of maths and their progress in the long term. Mathematics in ECE – what does this look like in your learning space? By Trudi Sutcliffe Te kākano: Purposeful activities for the development and understanding of mathematics symbol systems and technologies March 2024 { 36 }
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