Attitudes and Dispositions – what are we modelling?

It can be helpful for kaiako to think about the maths they use in their everyday day lives.

In a typical day kaiako use a lot of maths. This can include:

• estimating how many sandwiches to make for a number of children
• paying a bill
• driving within the speed limit and using spatial awareness to park a car
• following a recipe using weight and quantity
• working out the staffing ratios needed in a setting
• following the order and timing of the routines of the day
• recording sleep times.

The list goes on. With the knowledge of all the maths used in daily life, kaiako can review their pedagogy with children. 

When reflecting on maths pedagogy, kaiako need to be mindful of enhancing mokopuna dispositions, working theories and maths learning outcomes.

Think about the deliberate ways that maths language is used during learning and play, and where maths can be naturally woven throughout everyday experiences. For example:

• Plan a baking activity and involve mokopuna in reading numbers in the recipe, weighing the butter, counting the eggs, using teaspoons, tablespoons and cups to measure, setting the oven and the timer.
• When mokopuna are building a hut, talk with them about the problems they are solving as they look for sheets large enough to cover the roof or how to make the walls higher.
• Comment on the maths in the everyday environment, such as “E toru ngā manu kei runga i te taiapa – Three birds on the fence!” “When you are at the top of the slide you are taller than me!” “I see you have made sure each paint pot has a paint brush.”

How often do kaiako pick up on a maths idea? What ideas do they tend to expand on?

It is important to take time to evaluate teaching practices and consider how they are making the most of emergent maths learning with mokopuna. Below are a few reflective questions to get you started:

• Do you feel confident that you can notice and recognise maths learning in your setting? Why or why not?
• How much time do you or your team spend thinking about and supporting maths learning? Do you tend to focus more on other curriculum areas?
• How are kaiako interactions with children helping to support their maths learning in this setting?
• What actions could you take to better recognise and support maths learning in your setting?

For example, if you mostly use counting to explore maths in your setting, you could brainstorm other ways that children are using maths, like locating, pattern making, measuring. You could work together with your team to focus on how you notice, recognise, and respond to maths.

What attitudes towards maths are being role-modelled to children?

Mokopuna learn through the cultural norms and language of the people around them, this includes maths learning. If adults show that they enjoy mathematics, mokopuna are more likely to engage and enjoy maths too.

What messages about maths are being conveyed in your early childhood setting? 

When kaiako model positive attitudes and an interest in maths, this supports children’s maths learning. Kaiako can notice and celebrate the varied and interesting everyday maths exploration young children are engaged in, they can find connections within their own daily lives with the maths they have confidence in.

Early learning settings can take a team approach, sharing ideas and resources, and reflecting together on what can be enhanced in the shared maths practices of the setting.  By slowing down, really listening to children and striving to understand their intentions and goals, a culture of trust can be developed where wonder, creativity and critical thinking about maths are fostered.