Kaiako should support children to grow as mathematicians within the holistic framework of Te Whāriki. The following show how create and communicate maths are evident in each strand of Te Whāriki.
Creating and communicating maths can help children safely explore challenging environments, engage in energetic physical activity, find retreat space and develop independence including self-care skills such as toileting and dressing. For example, children might help to design charts to keep track of who has applied sunblock or when rolling morning tea is available. These experiences support the learning outcomes of Mana Atua | Wellbeing such as: “Over time and with guidance and encouragement, children become increasingly capable of keeping themselves healthy and caring for others | te oranga nui” (Te Whāriki, p. 27).
Creating and communicating maths can help children feel secure, know they belong, and can strengthen their sense of connection to others and the environment. For example, representing maths concepts through art can strengthen children’s relational thinking about people, places and things (e.g. “In my picture, my mum is taller than me and I’m taller than my baby sister”), and children’s sense of security (e.g. “My picture shows my friend arriving and she brought five oranges to share for morning tea”). These experiences support the learning outcomes of Mana Whenua | Belonging such as: “Over time and with guidance and encouragement, children become increasingly capable of making connections between people, places and things in their world | te waihanga hononga” (Te Whāriki, p. 32).
Creating and communicating maths can help children learn with and alongside others and make a valued contribution. For example, children may draw diagrams to help work collaboratively to solve problems that require them to estimate number, predict patterns or identify maths relationships. These experiences can support learning outcomes of Mana Tangata | Contribution such as: “Over time and with guidance and encouragement, children become increasingly capable of using a range of strategies and skills to play and learn with others | te ngākau aroha“ (Te Whāriki, p. 37).
Creating and communicating maths supports children to be strong and effective communicators. For example, using maths language or symbols, or creating maths representations helps children to share ideas (e.g. “My drawing has four people in it because there are four in my whānau”), and discuss their working theories (e.g. “I think we will both be as tall as my dad one day”). These experiences support the learning outcomes of Mana reo | Communication such as: “Over time and with guidance and encouragement, children become increasingly capable of recognising mathematical symbols and concepts and using them with enjoyment, meaning and purpose | he kōrero pāngarau” (Te Whāriki, p. 42).
Creating and communicating maths contributes to children being critical thinkers, problem solvers and explorers. For example, creating a diagram that tracks changing quantities or the number of discrete objects can help children classify, make predictions, solve problems, and think critically (e.g. “On our chart yesterday we saw 20 worms in the worm farm, today we only saw 5 - why?”). These experiences support the learning outcomes of Mana aotūroa | Exploration such as: “Over time and with guidance and encouragement, children become increasingly capable of making sense of their worlds by generating and refining working theories | te rangahau me te mātauranga” (Te Whāriki, p. 47).
