Biological and Environmental factors PDF

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Biological and Environmental factors impacting how a child learns mathematics with references ...

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Supporting Emergent Mathematics

Biological and Environmental factors impacting how a child learns mathematics Biological One biological factor impacting a child’s mathematical development is if a child has Dyscalculia. “Developmental Dyscalculia (DD) is a specific learning disorder that is characterised by impairments in learning basic arithmetic facts, processing numerical magnitude and performing accurate and fluent calculations” (British Dyslexia, 2015). This can impact a child’s learning as the child has difficulties with Maths because of this disorder which can result in the child’s confidence being decreased as well as meaning they may fall behind even further. Another biological factor impacting a child’s mathematical development could be their heritage. This can impact their mathematical development as a child could inherit ‘good’ mathematical skills which can result in them being better at maths then a child who may have inherited ‘bad’ mathematical skills from their parents. Following this an additional biological factor impacting a child’s mathematical development could be the link that has been found between cognition and the evolution of specialised learning device. This cognitive science “may explain why some children are ‘gifted’ in mathematics” (C, Meggitt, 2016)

Also another biological factor impacting a child’s mathematical development could be any learning difficulties that they may have. One of these could be cognitive delays, when is when a child has a delay with their cognitive development, this can then effect their mathematical skills as they may find it difficult to understand the work, causing them to get frustrated and give up resulting in them regressing. Environmental One environmental factor impacting a child’s mathematical development could be their parent/carers view on maths and their involvement. This can impact their development because if parents/carers do not provide encouragement then the child may lose interest in the topic as a result of this. Also this may be because there is not enough focus of maths at home and the parents/carers may have had a bad experience with maths, an example of this is not enjoying it during school and then going on to a job that does not require much maths, which could rub off on the child. Another environmental factor impacting a child's mathematical development could be the resources which are available to them. This can benefit a child as if a child's setting provides a large range of resources then this can benefit the child in many areas of learning, “ICT was often used in practical ways to develop and strengthen students' understanding of mathematical concept” (education review office, 2006), as a result of these resources the children will benefit from the learning opportunities and further their development. A third environmental factor impacting a child’s mathematical development could be the practitioner’s attitude towards mathematics. “A practitioner’s attitude towards mathematics combined with a lack of confidence in their own mathematical abilities

Supporting Emergent Mathematics is an important factor in the way emergent mathematics is supported” (C, Meggitt, 2016). References British Dyslexia, (2015), Dyscalculia, Available at: http://www.bdadyslexia.org.uk/dyslexic/dyscalculia (Accessed: 25.01.16) C, Meggitt, (2015), CACHE Level 3 Child Care and Education (Early Years Educator), 1st Edition, Hodder Education, London Education review office, (2006), The quality of teaching, Available at: http://ero.govt.nz/National-Reports/The-Quality-of-Teaching-in-Years-4-and-8Mathematics-June-2006/Findings/Teaching-and-learning-resources-in-mathematics (Accessed: 26.01.16)...