Mathematics
Early years foundation stage (EYFS) framework
The statutory framework for the early years foundation stage (EYFS) says:
"Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes."
The help for early years providers website, from the Department for Education, provides information, guidance and practical support for delivering the EYFS framework. Resources are split into 3 areas based on the educational programmes:
These resources will help you when reviewing your current curriculum to make sure you are meeting the requirement of the revised mathematics area of learning.
As you make changes to your curriculum consider what you want children to learn first and plan opportunities for them to achieve this.
Referring to the Educational programme for mathematics in the EYFS Statutory Framework is a supportive task to reflect upon the mathematical curriculum in your setting. It is important that all practitioners have a shared understanding of this content, particularly the specific mathematical terms and phrases within the programme statement.
The following articles provide a starting point to help you to unpick the Educational programme for mathematics and further develop your mathematical subject knowledge.
- 4 the love of mathematics – Strategies to develop positive attitudes and interest in early mathematics (PDF 393 KB)
- Countdown to change – Unpicking the educational programme for mathematics (PDF 641 KB)
Training
- Maths at play for under threes
- Maths through continuous provision for 3 - 5 year olds
- Developing early number for 3 -5 year olds
- Developing shape, space and measure for 3 -5 year olds
- Mathematics outdoors for three to fives
- Once upon a mathematical story - promoting maths through stories for three to fives
Publications
- Inspiring Mathematical Learning in your Setting
- Stories that can be counted on
- Time to Talk: EYFS Mathematical Vocabulary
Tools
Curriculum mapping
- Spatial Awareness Mathematical Concept Overviews 0-3 years (0-5 Matters) (PDF 816 KB)
- Mathematics Concept Overview Shape and Pattern 2-5 years (0-5 Matters) (1.51 MB)
- Mathematical Learning and Progression Steps – Nursery (linked to Development Matters): Available to buy from the Lancashire Professional Development Service
Effective practice
Education Endowment Foundation: Improving mathematics in the early years: Summary of recommendations
Learning environment
- Developing a mathematical environment (PDF 455 KB)
- Challenges in the outdoor environment (PDF 253 KB)
Key messages:
- Harness the meaningful mathematical opportunities in daily routines
- Plan for purposeful mathematics in all areas of continuous provision, even if you have a central maths space
- Value and promote children’s mathematical mark-making
Routines
- Mathematical routines – Sharing at snack time (PDF 175 KB)
- Add rhyme to your routines (PFD 170 KB)
Mathematical vocabulary
- Mathematical vocabulary (PDF 449 KB)
- Maths talk (PDF 262 KB)
- Mathematical talk provocations (PDF 249 KB)
Key messages:
- Plan for mathematical vocabulary, children need to hear it before they use it
- Develop a consistent approach, all staff to use the same key words regularly and accurately
- Model mathematical language in purposeful contexts.
Mathematical mark-making
Promoting mathematical mark making (PDF 177 KB)
Counting
- Counting Collections in the Early Years (maths.org)
- Counting collections (PDF 340 KB)
- Number rhymes and counting songs (PDF 171 KB)
Lancashire Quality Awards
This award is an opportunity to reflect on and improve your practice and provision using our award materials and training with mentor support.