7. Resources

Glossary

Term	Definition
Arithmetic strategies	Different approaches to solving a given arithmetic problem. These include strategies that are carried out mentally, such as retrieval, or using external aids, such as fingers or manipulatives.
Chunking information	Combining individual pieces of information into meaningful groups so that more information can be stored in working memory. For example, a phone number can be more easily remembered by chunking the digits into groups.
Estimation	Understanding the approximate quantity associated with a number, or the approximate result of a sum.
Flexible thinking	The ability to switch mental focus between different tasks, especially in the face of distraction, and to consider multiple perspectives of a situation at the same time
Manipulative	Objects, such as interlocking cubes or Cuisenaire rods, which children can move and combine in order to support learning or problem solving.
Maths facts	Being able to retrieve simple addition, subtraction, multiplication and division facts from memory..
Mirror-writing digits	Producing digits in reverse direction. Single digits may be reversed and/or digits within a multi-digit number may be reversed.
Mnemonics	Techniques such as rhymes or phrases to help learning and memory. For example, remembering the order of colours in a rainbow with the phrase “Richard of York gave battle in vain”.
Processing speed	The speed at which an individual can take in and process information in the mind.
Recognising numbers	Being able to read or write numbers in Arabic numeral form.
Verbal rehearsal	Repeating information over and over either aloud or to oneself in order to remember it.
Visuospatial skills	Being aware of where objects are located in space, including one’s own body parts.
Working memory	A cognitive skill in which an individual both stores and processes information in the mind for a short period of time.
Working memory training	Activities designed to increase the capacity of an individual’s working memory. These are often computer-based and are carried out separately to everyday classroom learning.

Further Information

Resource	Resource Description
PRISM Study	The PRISM (PRemature Infants’ Skills in Mathematics) Study team are a group of researchers working together to find out about any lasting effects children born preterm may experience. The PRISM Study team designed this e-learning resource. You can find out more about their research here.
Action Medical Research	Action Medical Research are a UK-based charity that fund the very best research to save and improve the lives of sick babies, children and young people. Action Medical Research funded the development of this e-learning resource. This website includes information on all of the projects that Action Medical Research fund.
Bliss	Bliss is a UK-based charity working to give every baby born preterm or sick the best chance of survival and quality of life. This website has information about preterm birth for parents and health professionals.
What is working memory?	On this website, Chris Jarrold, Professor of cognitive development at the University of Bristol, describes the concept of working memory and why it is important in a classroom setting. This website includes factsheets and working memory tasks for education professionals.
Understanding Working Memory - A Classroom Guide	This pdf is a guide to identifying and supporting children with working memory difficulties in the classroom, written by Professor Susan Gathercole and Dr Tracy Alloway.
National Institute for Health and Care Excellent (NICE) guidelines for the developmental follow-up of children and young people born preterm	This website provides links to the NICE Guideline for the developmental follow-up of babies, children and young people born preterm. The guideline explains the risk of different developmental problems and disorders that children born preterm might have, and specifies what extra assessments and support children born preterm might need to support their growth and development.
SUM Project	The Skills Underlying Maths (SUM) Project is a research study exploring the skills important for learning maths. This website includes an overview page for teachers describing the cognitive skills that are involved in learning maths, and some useful tips for identifying cognitive difficulties.
Cambridge Mathematics Espressos	This website contains short articles on different areas of mathematics education, designed with teachers in mind. “Espressos” are produced monthly by experts in the field, providing summaries of the latest research along with guidance and further reading.
BOLD Blog	The blog “BOLD – Blog on Learning and Development” is an interdisciplinary initiative dedicated to spreading the word about how children and young people develop and learn. Researchers at various stages of their careers as well as science journalists, policymakers and practitioners have their say on this blog.
The Learning Scientists	The Learning Scientists website contains blog posts, podcasts, videos and downloadable materials with the aim of making scientific research more accessible to students, teachers and other educators. This includes content relevant to the cognitive issues highlighted in this e-learning resource.
The Science of Learning – Future Learn course	A course for education professionals on scientific research about learning and how to apply it to the classroom to help with teaching STEM (Science, Technology, Engineering, and Mathematics) subjects.
The Science of Learning – Deans for Impact	This pdf provides a summary of research from cognitive science related to how students learn, with practical implications for teaching and learning.
Heads Together: Mentally Healthy Schools	The Mentally Healthy Schools website provides quality-assured information, advice and resources to help primary schools understand and promote children’s mental health and wellbeing.
Anna Freud Centre – Schools in Mind	Schools in Mind is a free network for school staff and allied professionals which shares practical, academic and clinical expertise regarding the wellbeing and mental health issues that affect schools.
Young Minds	Young minds undertake mental health campaigns and research, and make resources available to professionals. They also run a helpline for adults worried about the emotional problems, behaviour or mental health of anyone up to the age of 25.
Royal College of Psychiatrists	This website contains an index of mental health information tailored for young people, parents, teachers and carers.
MindEd	MindEd is a free educational resource on children and young people’s mental health. You can sign up to access an e-learning resource which includes an Education module.
Anti-Bullying Alliance	The Anti-Bullying Alliance is a coalition of organisations and individuals that are united against bullying. This website contains guidance and resources for schools on bullying.

Learning outcomes

By completing this resource you will be able:

• to understand what kind of strategies might be helpful for supporting children born preterm
• to understand that preterm birth is a risk factor and an individual assessment is always necessary to provide appropriate support

This resource was developed by:

We would like to thank the following people who all helped in the development of this resource:

Content authors: Samantha Johnson, Sarah Clayton, Lucy Cragg, Camilla Gilmore, Rose Griffiths, Neil Marlow, Victoria Simms.

Technical developers: Heather Wharrad, Mike Taylor, Aaron Fecowycz and Lydia Jones.

Contributors: Felicity Amswych, Louise Barrow, Aedhan Brown, Catherine Day, Louis Day, Gillian Doyle, Dylan Evans, Rebecca Goodman, Robert Goodman, Jo Hall, Katie Hendry, Nicola Mirams, George O’Mahony, Alexandra Peacock, Emily Sharp, Jake Sharp, Milly Smith, Katherine Vincent, Georgina Watson, Ben Wills-Eve.

Content reviewers: Alison Brown (Teacher); Olivia Smith (Teacher).

Acknowledgements: With thanks to the participants of the PRISM-2 Study Stakeholder Workshop for their role in co-designing this resource.

Funding: The development of this resource was funded by Action Medical Research.

Learning Object Copyright and Terms of Use

All Learning Objects developed by the PRISM Study team in partnership with the Health ELearning and Media team (HELM) at the University of Nottingham.

If you have any queries about our Learning Objects, please contact helm@nottingham.ac.uk. To find out more about the Prism Study please contract prism@le.ac.uk

Terms of Use

Private individuals, and publicly-funded educational and other institutions, may link to and use the Learning Objects on this site without restriction for non-commercial educational purposes. Use of any Learning Objects for any commercial purpose, or by any profit-making commercial entity, is not permitted without our express permission. If you wish to use a Learning Object for any commercial, revenue-generating or non-educational purpose, you must contact us by emailing prism@le.ac.uk to negotiate terms of use and payment.

We much prefer that you use this and other Learning Objects by linking to them on this website as:

• this ensures you're always using the most up-to-date version
• we gain data on usage of the Learning Objects, from access statistics and user feedback forms

Local circumstances, such as network security policies, may constrain your ability to link to external sites, or may impair the usability of our objects. If you're unable to run our Learning Objects 'from source' for these or other reasons, please contact us with a brief explanation of your circumstances and we may provide you with specified Learning Objects as an IMS Content Package.

Modification

Modification to adapt Learning Objects to local circumstances is permitted, with the following restrictions:

1. The modified version must clearly display the PRISM Study logo, and the School copyright notice.
2. The modified version must not be distributed outside the modifying institution without the express permission from the Prism Study team; contact via email at prism@le.ac.uk.

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