Why is it important for children to use Maths regularly? 

We use Maths in our everyday lives without realising and it is important for children to keep using Maths regularly. Studies show that our brains change every seven years, therefore the first seven years of learning is extremely important because some information will remain in the brain for the rest of an individual's life. Maths allows children to think cognitively and reflect on their learning, along with their social skills. (Learning Wales, 2014) has suggested that this subject will ‘help learners with their own self-assessment activities and planning for learning’. This will lead to encouragement, and to look for room for improvement and to set goals in the future, resulting in success.  

Singh (2000) claims that Mathematics in Britain could become extinct over the next few decades because there are fewer people passing exams who study Mathematics, which is reducing the number of individuals’ who are teaching it. This could result in children and young children always seeming to have a negative view about Mathematics because it is outlooked to be ‘nerdy’ or ‘uncool’. Children who are passionate or talented in the subject of Maths, are known to hide this because there is a possibility that they will be judged by their peer group or society. (Eccles and Jacobs, 1986) have discovered that Mothers told their daughters that they were not good at math in school, their daughter’s achievement declined almost immediately. This negative perception would be passed onto their children, enabling them to predict that Maths is not an important aspect in their lives. Another reason for why children may think that Maths is seen as ‘uncool’ may be because some practitioners show that they dislike teaching this subject. This can become a negative role model towards the children and change their opinion on the subject of Maths. 

                                                 

The Donaldson’s curriculum states that by learning Maths on a regular basis, it can allow children to develop a good, lasting understanding of mathematical concepts and the confidence to use and apply numerical skills in everyday life. Individuals’ can also develop financial skills by exploring relationships in quantities, space and data, and to apply them to real-life situations. This encourages especially young people to consider the life skills they will require in the future and to practice the basics of Maths needed in everyday lives. Using Maths on a regular basis also implements children to make sense of the world around them and to manage their lives, interpret and analyse information, solve problems and make informed decisions” (Donaldson, 2015, p.49). This may be due to the fact that technology contains any information we desire to discover, along with the intelligence to allow us to become more advanced ourselves. They are learning kinesthetically and preparing for how to deal with situations in the future. It is important that Mathematics should be involved in every day teaching within learning environments because children will experience a range of surroundings to learn in. ‘A well-planned curriculum gives children opportunities to be creatively involved in their own learning which must build on what they already know and can do, their interests and what they understand’ (Welsh Government, 2015, P.4). This statement promotes reflective learning and encourages children and young people to set themselves aims and goals in order to motivate themselves. Practitioners should always have high expectations when teaching the subject of Maths, however they should support their students as much as possible because many children struggle with the understanding. Within numeracy, practitioners expect children and young people to become accomplished in developing numerical reasoning, using number skills, using measuring skills, using data skills (Welsh Government, 2015, P.6). This consists of all the aspects of developing Mathematic skills within the literacy and numeracy framework.  

Reference list  

Donaldson, G. (2015). Successful futures: Independent review of curriculum and assessment arrangements in Wales. Welsh Government p.49 

Learning Wales (2014) National Literacy and Numeracy Framework. Available at : https://learning.gov.wales/resources/browse-all/nlnf/framework?component=numeracy&year=6938362_2&selectedYear=col_10&lang=en (accessed : 13/04/18) 

Singh, S (2000) The Code Book. London: Fourth Estate 

Welsh Government (2015) Curriculum for Wales – Foundation Phase Framework. Available at: ://learn.cardiffmet.ac.uk/pluginfile.php/937137/mod_resource/content/1/Foundation%20Phase%20Framework%20%28Revised%202015%29%20Curriculum%20for%20Wales.pdf (accessed : 14/04/19)