In this engaging discussion, Chris Such, an expert in reading and education, and Neil Almond, a seasoned educator in mathematics, tackle the innovative concept of 'phonics for maths.' They dive into the parallels between phonics in literacy and foundational skills in mathematics, advocating for structured teaching methods similar to phonics. They explore essential math competencies like spatial reasoning and the need for systematic assessments. This conversation is packed with insights that could reshape how educators approach math instruction in primary education!
The podcast introduces the concept of 'phonics for maths', emphasizing foundational competencies in mathematics essential for student success.
A structured teaching approach is advocated for important mathematical skills, paralleling the systematic instruction seen in phonics for reading.
The discussion calls for a formal assessment structure in mathematics akin to the phonics screening check to ensure ongoing competency evaluation.
Deep dives
Understanding Phonemes and Their Teaching
Misconceptions about phonemes among teachers are examined, highlighting how simplification can lead to misunderstandings about phonics instruction. The discussion acknowledges the common advice to minimize the schwa sound when segmenting words, such as during phonics activities. However, the speakers argue that there's no universally correct way to pronounce phonemes, suggesting that minimizing schwa can actually aid in teaching blending and segmenting. They emphasize the need for a nuanced understanding of phonemes and suggest that researchers should also pay attention to classroom practices.
Exploring Connections Between Reading and Mathematics
The concept of 'phonics for maths' is introduced, suggesting that just as phonics lays a foundation for reading, there exist foundational competencies in mathematics that are crucial for success. Key elements mentioned include spatial reasoning, pattern spotting, and basic number facts, which are essential for children's mathematical development. The analogy is drawn to phonemic awareness in reading, emphasizing the need for structured teaching that sequentially builds a child’s understanding of essential mathematical concepts. These foundational skills are suggested to be necessary for advancing in mathematics, similar to how phonics facilitates reading proficiency.
Foundational Competencies Necessary for Mathematical Success
Research from Daniel Ansari highlights the need for identifying key competencies similar to those found in phonics for effective math learning, focusing on foundational skills essential for later success. The speakers emphasize the importance of systematic instruction in these areas, arguing that mathematics education requires a structural approach to teach key facts and concepts. They stress that foundational number skills, like number bonding, should be embedded early in the curriculum to prevent future struggles with more complex mathematical concepts. The analogy with reading emphasizes the precedence of establishing a solid foundation before delving into more difficult subjects.
Rethinking Math Education Curriculum Structures
The discussion includes suggestions for what a phonics for maths curriculum could entail, asserting that early years education should focus heavily on developing number sense and foundational skills. The speakers propose a consistent approach across year groups, with an emphasis on number bonds and regular practice to build fluency. They recommend spreading the instruction of key math concepts over multiple years to reinforce understanding rather than cramming content into a single grade. This gradual approach aims to promote retention and deeper understanding, preparing students for more advanced mathematical operations.
The Need for Consistent Accountability in Math Education
The conversation explores the importance of establishing a formalized assessment structure similar to the phonics screening check for mathematics. This would provide a consistent method for evaluating student competency and ensuring accountability in teaching practices. The speakers argue for a system that allows for ongoing assessment and feedback, preventing the one-off evaluations that can overlook fundamental knowledge gaps. They suggest a model where diagnostic assessments guide targeted teaching strategies, thereby promoting continuous improvement in students' mathematical understanding.
Episode 189: This week on Thinking Deeply about Primary Education, I’m joined by Chris Such and Neil Almond as we explore ‘phonics of maths’ and what this might entail for teachers and leaders alike.
We explore:
What do we think is meant by 'phonics for maths'?
Is this an apt analogy? Is it a productive one?
What do you think phonics for maths should include? And in what year groups?
Phonics famously had Letters & Sounds, followed by a process for validating different programmes and an explicit focus from Ofsted. Do you think that 'phonics for maths' needs equivalent structure for teachers?
Phonics has the phonics screening check in year 1. Do you think there should be some sort of equivalent for the 'phonics for maths'? If so, what might it comprise?
And much, much more. Whether you’re new to the profession or an experienced senior leader, you won’t want to miss this one.
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