Developing Mathematical Thinking and Reasoning Through Foundation Learning

Mae gwella meddwl a rhesymu mathemategol disgyblion yn parhau i fod yn flaenoriaeth allweddol ar draws Abertawe. Er bod llawer o ysgolion yn darparu cyfleoedd i ddysgwyr ddatblygu eu sgiliau rhifedd, cydnabyddir bod amrywiaeth yn dal i fod o ran pa mor effeithiol y cefnogir plant i feddwl, esbonio a chymhwyso eu dealltwriaeth mewn cyd-destunau gwahanol.

Mae ymchwil yn amlygu pwysigrwydd darparu cyfleoedd ystyrlon i blant archwilio, trafod a chyfiawnhau eu syniadau, gyda chefnogaeth rhyngweithiadau oedolion o ansawdd uchel ac amgylcheddau dysgu sydd wedi’u cynllunio’n ofalus. Mae hyn yn arbennig o arwyddocaol o fewn Dysgu Sylfaen, lle mae plant yn dechrau datblygu sylfeini meddwl mathemategol drwy chwarae, ymholi a rhyngweithio ag eraill.

Mae’r astudiaeth effaith hon dros flwyddyn gyfan yn dod ag ysgolion Abertawe ynghyd i archwilio sut y gall dulliau pedagogaidd — gan gynnwys strategaethau oedolyn galluogi, chwarae ac ymholi — gryfhau meddwl a rhesymu mathemategol, a sut y gellir datblygu’r dulliau hyn ar draws y cyfnod cynradd.

Sut y bydd y rhaglen yn rhedeg

Bydd y rhaglen yn rhedeg drwy gydol y flwyddyn academaidd ac yn cynnwys:

• 6 sesiwn dysgu proffesiynol

• Ymweliadau ag ysgolion a lleoliadau ledled Abertawe i weld arfer effeithiol ar waith

• Cyfleoedd ar gyfer ymholi cydweithredol a deialog broffesiynol

Bydd cyfranogwyr yn cymryd rhan mewn proses ymholi strwythuredig, lle byddant yn:

• treialu newidiadau bach, pwrpasol i’w harfer

• casglu tystiolaeth drwy arsylwadau, llais y disgybl ac enghreifftiau o ddysgu

• myfyrio ar yr effaith a mireinio dulliau dros amser

Mae pob sesiwn yn cyfuno dysgu proffesiynol â chymhwysiad ymarferol, gan sicrhau bod syniadau newydd yn cael eu harchwilio, eu profi a’u hymgorffori mewn cyd-destunau ystafell ddosbarth go iawn. Mae’r dull hwn yn cefnogi gwelliant cynaliadwy drwy dreialu, myfyrio a mireinio, yn hytrach na newidiadau untro.

Ar gyfer pwy mae hyn?

Mae’r cyfle hwn wedi’i anelu at:

• Ymarferwyr Dysgu Sylfaen (Meithrin–Blwyddyn 2)

• Arweinwyr/Cydlynwyr Maes Dysgu a Phrofiad Mathemateg a Rhifedd

• Uwch arweinwyr sydd â chyfrifoldeb am addysgu a dysgu

Gall ysgolion enwebu un neu ragor o ymarferwyr i gymryd rhan yn yr ymholiad ac i gynrychioli eu lleoliad.

Pam cymryd rhan?

Drwy gymryd rhan, bydd ymarferwyr yn:

• cryfhau eu dealltwriaeth o feddwl a rhesymu mathemategol mewn Dysgu Sylfaen

• datblygu hyder wrth ddefnyddio strategaethau oedolyn galluogi, chwarae ac ymholi

• gweithio’n gydweithredol gydag ysgolion eraill yn Abertawe i rannu a mireinio arfer

• datblygu arbenigedd proffesiynol a chyfrannu at welliant ar lefel ysgol ac ar draws y system

Disgwylir i ysgolion a ddewisir:

• fynychu pob un o’r 6 sesiwn

• ymgysylltu’n llawn â’r broses ymholi

• treialu a myfyrio ar newidiadau i’w harfer

• cyfrannu at ddysgu cydweithredol a chanlyniadau a rennir

Improving pupils’ mathematical thinking and reasoning remains a key priority across Swansea. While many schools provide opportunities for learners to develop numeracy skills, there is recognised variability in how effectively children are supported to think, explain and apply their understanding across contexts.

Research highlights the importance of providing children with meaningful opportunities to explore, discuss and justify their ideas, supported by high-quality adult interactions and carefully designed learning environments. This is particularly significant within Foundation Learning, where children begin to develop the foundations of mathematical thinking through play, enquiry and interaction with others.

This year-long impact study brings Swansea schools together to explore how pedagogical approaches—including enabling-adult strategies, play and enquiry—can strengthen mathematical thinking and reasoning, and how these approaches can be developed across the primary phase.

How the programme will run

The programme will run across the academic year and includes:

• 6 professional learning sessions

• Visits to schools and settings across Swansea to see effective practice in action

• Opportunities for collaborative enquiry and professional dialogue

Participants will engage in a structured enquiry process, where they will:

• trial small, purposeful changes to practice

• gather evidence through observation, pupil voice and examples of learning

• reflect on impact and refine approaches over time

Each session combines professional learning with practical application, ensuring that new ideas are explored, tested and embedded in real classroom contexts. This approach supports sustained improvement through trial, reflection and refinement, rather than one-off changes.

Who is this for?

This opportunity is aimed at:

• Foundation Learning practitioners (Nursery–Year 2)

• Mathematics and Numeracy AoLE Leads/coordinators

• Senior leaders with responsibility for teaching and learning

Schools may nominate one or more practitioners to engage in the enquiry and represent their setting.

Why take part?

By taking part, practitioners will:

• strengthen their understanding of mathematical thinking and reasoning in Foundation Learning

• develop confidence in using enabling-adult strategies, play and enquiry

• work collaboratively with other Swansea schools to share and refine practice

• build professional expertise and contribute to school and system-wide improvement

Selected schools will be expected to:

• attend all 6 sessions

• engage fully in the enquiry process

• trial and reflect on changes to practice

• contribute to collaborative learning and shared outcomes