@juliangrenier @ThinkingMaths @elresearchsch Good afternoon everyone!
This is Day 3 of our thoughts as a result of a reading the above blog by @juliangrenier and @thinkingmaths. Today we focus on spatial experiences, pattern, shape, space and measures. We will tag in days 1&2 at the end of today's thread ... @juliangrenier @ThinkingMaths @elresearchsch 2 ... Despite the lack of evidence about causal effects on number of teaching spatial reasoning, especially in terms of randomised control trials, overall, we need to better understand the relation between spatial skills & wider maths, especially before children begin school...

@juliangrenier @ThinkingMaths @elresearchsch 1. Day two of our considered response to the above blog by @juliangrenier and @ThinkingMaths.
LONG THREAD (but not quite as long as yesterday!) More tomorrow. Please see yesterday's attached to the blog on automatic recall.
This thread is about working memory... @juliangrenier @ThinkingMaths @elresearchsch 2. Working memory: We would argue manipulatives and jottings reduce the cognitive load, not increase it. You can only retrieve what has been learned, so manipulatives, meaningful contexts and playful experiences are part of how the maths is learned that is later remembered....

@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...