Mrs CATHERINE GRIPTON's Outputs (5)

Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years (2022)
Preprint / Working Paper
Bates, K. E., Williams, A. Y., Gilligan-Lee, K. A., Gripton, C., Lancaster, A., Williams, H., Borthwick, A., Gifford, S., & Farran, E. K. Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years

Background: There is a growing evidence base for the importance of spatial reasoning for the development of mathematics. However, the extent to which this translates into practice is unknown. Aims: We aimed to understand practitioners’ perspectives o... Read More about Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years.

Teacher learning in a shifting school landscape: The implications of academisation for professional development in primary mathematics (2022)
Journal Article
Gripton, C., Hudson, G., Greany, T., Noyes, A., & Cowhitt, T. (2022). Teacher learning in a shifting school landscape: The implications of academisation for professional development in primary mathematics. Forum: for Promoting 3-19 Comprehensive Education, 64(3), 32-41. https://doi.org/10.3898/forum.2022.64.3.04

Alongside new models for government-funded professional development, England's academisation policy has significantly changed access, provision and responsibilities for teacher learning. This article reviews this impact on professional learning in pr... Read More about Teacher learning in a shifting school landscape: The implications of academisation for professional development in primary mathematics.

Developing mathematical patterning in ECE classrooms: participatory research with teachers of 3–5-year-olds (2022)
Journal Article
Gripton, C. (2023). Developing mathematical patterning in ECE classrooms: participatory research with teachers of 3–5-year-olds. European Early Childhood Education Research Journal, 31(3), 326-342. https://doi.org/10.1080/1350293x.2022.2108097

Research shows that attention to pattern and structure is fundamental to mathematical learning and attainment yet early mathematics curricula in England underplay the importance of patterning. In a critical realist notion of powerful knowledge, patte... Read More about Developing mathematical patterning in ECE classrooms: participatory research with teachers of 3–5-year-olds.

Pattern in early years mathematics curriculum: a 25-year review of the status, positioning and conception of pattern in England (2022)
Journal Article
Gripton, C. (2022). Pattern in early years mathematics curriculum: a 25-year review of the status, positioning and conception of pattern in England. Research in Mathematics Education, 25(1), 3-23. https://doi.org/10.1080/14794802.2021.2010237

Pattern is fundamental to mathematical learning yet pattern has been conspicuously low key within early mathematics curriculum guidance in England despite evidence that it predicts later attainment in mathematics overall. Whilst recent curriculum cha... Read More about Pattern in early years mathematics curriculum: a 25-year review of the status, positioning and conception of pattern in England.

Spatial Reasoning in early childhood (2022)
Other
Gifford, S., Gripton, C., Williams, H., Lancaster, A., Bates, K. E., Williams, A. Y., Gilligan-Lee, K. A., Borthwick, A., & Farran, E. K. (2022). Spatial Reasoning in early childhood

This document is about how children develop spatial reasoning in early childhood (birth to 7 years) and how practitioners working with young children can support this. Spatial reasoning is a vital and often overlooked aspect of mathematics. So this t... Read More about Spatial Reasoning in early childhood.