ECMS Practice Coach joins ECT to present at Melbourne Mathematics Conference

ECMS Practice Coach Melissa Dann and Early Childhood Teacher (ECT) Rebecca Waingold from The Merrell Kindergarten recently presented at the Melbourne Mathematics Conference, a collaboration between the Mathematical Association of Victoria and the Faculty of Education at University of Melbourne, delivering a hands-on interactive session titled “More Than Numbers”.

The duo presented on their approach to mathematical learning which centres on creating a learning environment where every child can confidently navigate mathematical experiences with proficiency and joy. 

The approach incorporates everyday objects around the children and integrates maths learning into their daily activities in a way that is achievable and meets the needs of individual children, as Rebecca explains:

“We know how important it is for children to have a foundation of good maths learning. Because of this, we look for opportunities throughout the day to incorporate maths activities.”

One of these activities involved Rebecca using an inflatable dice during group time. Rebecca threw the dice in the air and the children had to call out the number that landed. When children do this, they are practising ‘subitising’, the ability to know the number without having to count. By using this playful approach, the children are practicing foundational math concepts while feeling that they are participating in a game.  

This teaching approach intentionally uses maths language wherever possible, while encouraging different maths investigations in play. Rebecca also looks for opportunities to incorporate maths into everyday kinder routines. 

It might be related to the day’s activity: how many spades would they need today in the sandpit? If there are six bikes out today, how many helmets would they need? Or counting the lettuces they’ve planted in the veggie patch.

“When the children bring you the treasures they’re found in the garden and you respond: ‘Look at that! We’ve got three rocks and two leaves – how many have we got all together? We’ve got five!’ –  we’re going from surface learning to deep learning, that’s our aim,“ Melissa added. 

“Surface learning is rote counting, deep learning is saying ‘can you show me five?’ They might show you three and two. ‘Can you show me five in a different way?’ One and four. 

“It’s that really deep thinking and understanding we’re aiming for. Through math activities, children are able to ask questions, and can explain their mathematical thinking. Through this they have the opportunity to develop critical thinking and problem solving skills.”

“Through intentional maths teaching children build mathematical proficiency so that they see themselves as confident and capable maths learners.”

“We know that children are more motivated to learn and get involved in an activity when they feel happy, relaxed, and connected to others.”

By working in small groups Rebecca is able to better track individual children’s progress, with every child having an opportunity to participate and to be heard.

“For example, we’re not spending time teaching the children to rote count to 20 when they’re still learning to count and understand a collection of five,” she said. 

This story is an extract from a longer form piece on the ECMS website. Find the original here.