The Cognitive and Educational Foundations of Preschool Maths: (Not) as easy as 1, 2, 3
From 10:00 until 15:30
At St Catherine’s College, Oxford
A team of researchers in the Attention, Brain and Cognitive Development Lab at Oxford University has been conducting a research project investigating The Cognitive and Educational Foundations of Preschool Maths: (Not) as easy as 1, 2, 3. As this longitudinal project comes to an end, the team is to share some of the interesting findings.
The 'Making Links' Networking and Dissemination Event takes place on Saturday 23rd February.
This event is open to any interested members of local educational settings or organisations who would like to come, hear some of the research project findings, and discuss the implications for Early Years maths teaching and practice. It is a great opportunity to share what is learnt with other educators and to encourage local networking and discussion around early maths!
The day will include:
- a morning of talks (on Cognitive Factors relating to Early Maths; Practitioner Maths Language and Confidence; Individual Differences and Maths Difficulties amongst students),
- and lunch, followed by an afternoon of workshops (discussing what researchers and educators can learn from each other, as well as fun and practical ideas for encouraging early maths learning in the classroom and everyday activities).
This event might be of particular interest to Foundation Stage educators or those with Early Years and/or primary teaching backgrounds.
Please follow the link below to find out more logistical details and to book a (free) ticket.
Please email email@example.com if you have any questions.
‘The Cognitive and Educational Foundations of Preschool Maths: (Not) as easy as 1, 2, 3’ is a Research Project funded by the Nuffield Foundation. This longitudinal project started in 2016 and was conducted to look at how children learn early numeracy skills. The aim of the project was to investigate the development of numeracy in preschool and the contributions of educational and cognitive factors. The findings will inform and help identify methods for improving nursery provision so that children are best prepared for numeracy learning when they start formal education.
Timetable for the day:
10:00-10:30 - Welcome Tea & Coffee
10:30-12:20 - Morning Presentations (3 half hour talks with 10 minute breaks in between)
12:30-1:30 - Lunch (Provided)
1:30-2:00 - 1st Workshop
2:00-2:30 - Tea & Coffee Break
2:30-3:00 - 2nd Workshop
3:00-3:30 - Summary & Closing Remarks