What’s the problem with tuff tray maths?

There has been some discussion recently around ‘tuff tray maths’ and there are some mixed views around how we should be using tuff trays in our schools and settings.

What is tuff tray maths?

Recently, I have seen examples on social media platforms of tuff trays hosting adult-set maths activities; in essence, worksheets on a tuff tray. These tuff trays have clearly taken a practitioner a lot of time to create using chalk pens and various other resources, and there is a clear intent around what the practitioner aims for the children to achieve. However, by setting up activities like these, are we thinking about maths in the right way? From what I have seen, they are usually closed activities that require the child to complete a number sentence, draw dots on a ladybird, or add frogs to a lily pad, as examples. Once the child has completed the intended outcome, the activity is finished, and rendered unusable by the next child. I would argue that these sorts of activities, much like a worksheet, are purely testing the child’s knowledge rather than exploring maths and mathematical concepts.

Why is tuff tray maths not good enough?

We know that children learn best through exploration, play, and open-endedness. Much like all aspects of good early years practice, maths should be approached from a holistic viewpoint. To have a long-lasting impact on a child’s knowledge and understanding of mathematical concepts, maths is best approached in context through real-life experiences.

Activities set up in tuff trays are often closed-ended and only focus on one outcome or skill. Instead of counting dinosaurs in a tuff tray, a practitioner could join a child or group of children in their small world dinosaur play and explore counting, size, shape, weight, ordering, and even pattern (and these are only the maths skills that could be explored, without mentioning the rest of the deep learning involved!)

We also need to keep a keen focus on creating a balance between adult-initiated/adult-led activities, and child-led play. There may be times where we need to set up an activity to explore skills and knowledge and further embed learning, however, we can’t let this become too imbalanced where most of a child’s time is spent completing activities for an adult. They need time for long periods of uninterrupted play.

How can we do maths better?

As touched on already, children learn best through play and real-life experiences. So, knowing this, how can we support children in maths?
Here are some examples of how maths is everywhere and how you can support children during everyday experiences:

•  Cooking is a fantastic way to explore quantity and measures, as well as experience changing states, and the process of cooking food.
• Local environment walks are great for ‘spotting maths’ whether you’re looking at door numbers, street signs or bus numbers.
• During small-world play, children can count, explore height, ordering, and weight.
• Whilst role play cooking in the mud kitchen children can follow simple recipes which may require them to count 3 conkers, 5 sticks, and 2 acorns into their mudpie.
• The autumn months create lots of opportunities to explore patterns using natural loose parts such as conkers, acorns, pinecones, and autumn-coloured leaves.
• Rainy days offer an opportunity to collect the water and talk about full, half full and empty containers as well as measuring.
• After taking the register, counting how many children are in that morning creates a daily opportunity for counting as part of the daily routine. You can also talk about how many children are away that day.
• Setting the table in the home corner ensuring we have 4 of everything etc.
• Children can help out during snack times by counting the right amount of cups, fruit slices etc for each child.

Should we ditch the tuff trays?

It’s important to note that I don’t dislike tuff trays, but I think we need to think more carefully about how we use them. Next time you’re about to set up an activity, ask yourself:

• Does this activity need to be in a tuff tray?
• Can I provide opportunities to explore and develop this skill in another way – an open-ended play-based opportunity perhaps?

Think about:

• Your intent and ensure that your implementation aligns with good early years practice.
• Whether setting up the tuff tray activity is a good use of your time.

Most importantly, stay a reflective practitioner who is developing your practice and providing the very best for the children in your care.