Thread by @EChildhoodMaths

@juliangrenier @ThinkingMaths @elresearchsch 1/
What follows are our thoughts as a result of a reading the blog by @juliangrenier and @thinkingmaths. LONG THREAD! Day One: Automatic recall.
More tomorrow.
The ECMG believes it is great for children to be fluent with number facts, but, as there is no evidence ...

@juliangrenier @ThinkingMaths @elresearchsch 2/ ... that this is possible for all 4s & 5s in reception, it is misleading to make this an ELG. We think it is the ability to apply these confidently to problems in a range of contexts, which should be the focus. It is understanding, not just recall, which is the aim...

@juliangrenier @ThinkingMaths @elresearchsch 3/ The EEF evaluation of the pilot showed teachers' concerns about the phrase 'automatic recall' (implying knowledge of number facts without understanding) alongside teachers reporting a decline in teaching these facts through exploration, & ...

@juliangrenier @ThinkingMaths @elresearchsch 4/ .. an increase in quickfire abstract questions. Teachers wondered how ‘automatic’ this recall had to be &felt that the use of such language in this descriptor might be difficult to understand (p22). Moreover, teachers were concerned when assessing children ...

@juliangrenier @ThinkingMaths @elresearchsch 5/ ...as able to recall double facts, but not understand or apply them in other contexts. Similarly, schools felt that implementing this ELG had reduced children’s opportunities for curiosity and exploration of numbers: “They're actually having just to know..

@juliangrenier @ThinkingMaths @elresearchsch 6/ ...It takes the love of it out. They're having quizzes at lunchtime &snack time, going, “What's double one? Double two? Double three? They're not able just to play with number at the moment. We've lost that” (Teacher, School 120: p23.The EEF were clearly reporting concerns...

@juliangrenier @ThinkingMaths @elresearchsch 7/ ... that children would not be learning through exploring different ways of making 10, or solving problems about sharing a number of objects, but instead through being tested on abstract facts. This is the result of the language ‘automatic recall’, ...

@juliangrenier @ThinkingMaths @elresearchsch 8/...rather than indicating how children might learn the facts in order to be able to recall them. ‘Automatic recall’ implies that it is the recall of abstract facts, rather than the ability to apply these confidently to problems in a range of contexts, which should be the focus.

@juliangrenier @ThinkingMaths @elresearchsch 9/ It is should be understanding, not recall, which is the aim. We must be guided by research evidence. We cannot warn about the lack of evidence for blockplay, for e.g. then state automatic recall is a reasonable expectation for all 5yolds, despite no research evidence. ..

@juliangrenier @ThinkingMaths @elresearchsch 10/ The emphasis should be on learning number facts as composition of numbers, in practical &meaningful situations. Whilst citing @DHClements research, it is important to remember that context is key. This child was assessed as *gifted & not ‘typical’ for this age group. ..

@juliangrenier @ThinkingMaths @elresearchsch @DHClements 11/ Whilst visualisation and children's own recording is important, practical experience and contexts are essential for visualising.

Thread Ends for today - more tomorrow (but not as long!)

Thank you for reading.