New: EEF publishes Evidence Review on Mathematical Teaching in the Early Years and Key Stage 1
Today, the Education Endowment Foundation (EEF) has published an Evidence Review on mathematics teaching in the Early Years and Key Stage 1.
The review, undertaken by a research team at University College London, synthesised the best available international research to evaluate the effectiveness of classroom-based interventions for improving mathematical learning in Early Years and Key Stage 1 settings.
Important findings include:
- It is important for teachers to be aware of the typical early development of mathematical skills and concepts, to understand what may be appropriate forteaching children in the Early Years and Key Stage 1.
- Structured teaching should be balanced with opportunities for children to engage in both free and structured (or guided) play involving mathematical resources and ideas.
- The use of storybooks in mathematical teaching can have a large impact on young children’s attainment in this subject.
These findings formed the evidence base for our ‘Improving Mathematics in the Early Years and Key Stage 1’ guidance report, published earlier this year. This report provides practical, actionable recommendations in five key areas. It is available for download, alongside additional support resources, here.
Improving Mathematics in the Early Years and Key Stage 1
Five recommendations to support practitioners in developing the maths skills of 3-7 year-olds