I feel I need to begin this article with a confession: Carol Vorderman I am not. When I was preparing to begin my teacher training, I worried about how I could convey enthusiasm and enjoyment in creating an enriching mathematical environment, when I myself had such few memories of interest in maths as a child. After perhaps my first day of placement, however, I knew I needn’t feel anxious about the children’s willingness to learn: ‘number time!’ can generate as much excitement in three- to five-year-olds as ‘storytime!’ or ‘glitter time!’.
Reading professor Richard Skemp’s comparison between instrumental mathematics (which centres on rote learning, memory, rules and correct answers) and relational mathematics (which focuses on establishing connections, applying concepts to other problems) made me realise that the former needs to be enhanced by the latter. It also helped me understand the importance in early maths of:
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