We assume that it is an innate part of teaching but the emphasis is on young children. However practical work is teamed with discussion in other areas of mathematics in the NNS:

In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting (DFEE 1999 p.2 key learning objectives)

In the NNS shape and space examples, making models is repeated throughout

I believe this because what teaching methods work best for a class depends on the individuals in the class. Fisher explains how thinking and learning is an idiosyncratic process . We all have individual learning styles unique to us and these need to be taken into account when deciding what is essential in the teaching of shape and space. Orton and Frobisher explain that shape and space is about learning about the world around us and how it is made up. It is about looking into shapes and their properties and experimenting with this. This knowledge, awareness, of shape and space starts long before school in the home, with round tins and square boxes etc. This knowledge is however limited by the language used, for example a triangle is often seen to mean an equilateral triangle and is not extended other triangles which will confuse children when they enter school.

When looking into any aspect of mathematics it is essential to know what you are required to do by the National Curriculum and what is suggested in the National Numeracy Strategy. In the National Curriculum practical work seems to be more important in Key Stage One:

During key stage 1 they learn about shape and space through practical activity which builds on their understanding of their immediate environment. (DFEE. 2000 p.62)

In Key Stage Two the emphasis has changed to abstract thinking and concepts:

During key stage 2 they always try to tackle a problem with mental methods before using any other approach (DFEE 2000 p.67)

In the National Numeracy Strategy practical work is only mentioned in the reception learning objectives. We assume that it is an innate part of teaching but the emphasis is on young children. However practical work is teamed with discussion in other areas of mathematics in the NNS:

In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting (DFEE 1999 p.2 key learning objectives)

In the NNS shape and space examples, making models is repeated throughout t

ut the world around us and how it is made up. It is about looking into shapes and their properties and experimenting with this. This knowledge, awareness, of shape and space starts long before school in the home, with round tins and square boxes etc. This knowledge is however limited by the language used, for example a triangle is often seen to mean an equilateral triangle and is not extended other triangles which will confuse children when they enter school.

When looking into any aspect of mathematics it is essential to know what you are required to do by the National Curriculum and what is suggested in the National Numeracy Strategy. In the National Curriculum practical work seems to be more important in Key Stage One:

During key stage 1 they learn about shape and space through practical activity which builds on their understanding of their immediate environment. (DFEE. 2000 p.62)

In Key Stage Two the emphasis has changed to abstract thinking and concepts:

During key stage 2 they always try to tackle a problem with mental methods before using any other approach (DFEE 2000 p.67)

In the National Numeracy Strategy practical work is only mentioned in the reception learning objectives. We assume that it is an innate part of teaching but the emphasis is on young children. However practical work is teamed with discussion in other areas of mathematics in the NNS:

In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting (DFEE 1999 p.2 key learning objectives)

In the NNS shape and space examples, making models is repeated throughout

which will confuse children when they enter school.

When looking into any aspect of mathematics it is essential to know what you are required to do by the National Curriculum and what is suggested in the National Numeracy Strategy. In the National Curriculum practical work seems to be more important in Key Stage One:

During key stage 1 they learn about shape and space through practical activity which builds on their understanding of their immediate environment. (DFEE. 2000 p.62)

In Key Stage Two the emphasis has changed to abstract thinking and concepts:

During key stage 2 they always try to tackle a problem with mental methods before using any other approach (DFEE 2000 p.67)

In the National Numeracy Strategy practical work is only mentioned in the reception learning objectives. We assume that it is an innate part of teaching but the emphasis is on young children. However practical work is teamed with discussion in other areas of mathematics in the NNS:

In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting (DFEE 1999 p.2 key learning objectives)

In the NNS shape and space examples, making models is repeated throughout

which builds on their understanding of their immediate environment. (DFEE. 2000 p.62)

In Key Stage Two the emphasis has changed to abstract thinking and concepts:

During key stage 2 they always try to tackle a problem with mental methods before using any other approach (DFEE 2000 p.67)

In the National Numeracy Strategy practical work is only mentioned in the reception learning objectives. We assume that it is an innate part of teaching but the emphasis is on young children. However practical work is teamed with discussion in other areas of mathematics in the NNS:

In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting (DFEE 1999 p.2 key learning objectives)

In the NNS shape and space examples, making models is repeated throughout

We assume that it is an innate part of teaching but the emphasis is on young children. However practical work is teamed with discussion in other areas of mathematics in the NNS:

In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting (DFEE 1999 p.2 key learning objectives)

In the NNS shape and space examples, making models is repeated throughout the years. This hands on experimenting is also suggested by Merttens in Teaching primary maths :

Sorting boxes, cartons, rolls, etc. to make junk models. Which ones will roll? this type of question concentrates the children s attention on the properties of these shapes in relation to the task in hand (Merttens 1991 p.115)

This brings shape and space out of the Numeracy Hour and back where it started, in every day life, just with more awareness of ideas and properties of shapes:

Some children develop spatial awareness by playing with construction toys and the like outside school (Merttens 1991 p.117)

I like the idea of bringing maths out into the real world and away from the scary world of mathematics in the classroom. The ideas I have learnt and remembered from school are based on experiences I enjoyed and found interesting. Therefore in my experience concepts are more likely to be learnt and remembered if they are linked with practical activities.

In primary mathematics by Williams and Shurard they devote most of a chapter to variety of activities which help children become aware of many shape and some of their important properties most of which involve starting from a practical activity or having experience in some way. They use practical activities as a catalyst for thinking about ideas. Practical activities don t just stop when the objects are put down they can generate discussion and ideas as Mertten suggests:

Doing this activity together provides an excellent opportunity for the children to discuss the shapes that they are using and the language they use often generates as