Young Children recording mathematically

Lynda Keith

Lynda Keith Educationl.keith_education@btinternet.comwww.lyndakeitheducation.co.uk

Young children recording mathematically

 AIMS of the course:

• To explore ways to enable and encourage young children to make mathematical recordings in and through their play.

 • To explore the current thinking about the

importance of mathematical graphics as a tool for children’s thinking.

 • To examine the stages of development in children’s

mathematical recordings and graphics. 

How are your children encouraged to record

or mark make mathematically just

now?

Grids

Grids and tables?

Martin Hughes ‘Tins game’

Mark Making: why is it important?Through their marks, children are communicating their ideas,

expressing their feelings, developing their imagination and creativity, and testing their hypotheses about the world. These opportunities for making thinking visible’ are fundamental to children’s learning and development should be the entitlement of every child.”

Mark Making matters, pg 4, DCSF ( 2008)

RecordingUsually recording after a practical

activity

Context? Meaning?

Mathematical graphics

• Children’s own choice• Children’s own thinking• Children’s own meanings• Children’s own graphics• Children’s own layouts• Children challenge themselves

Carruthers, E & Worthington,M ( 2003)

It includes:

• Scribble making• Drawings• Numerals• Signs• Writing– Invented symbols– Standard symbols– Tally type marks

Why?Making sense of own marks and symbols

Quality and depth of thinking

Link to symbolic play

Helps with children’s

later understanding

of formal written maths

Real purposeReal audience

Context that children understand

Bridges gap between

home - nursery – school

Children see themselves as mathematicia

ns

They think creatively and are innovative

They become more confident in solving

problem in their own way

Children learn about written mathematics through using

their own written

mathematics

Supports their understanding in all

areas of maths

Supports the developing concepts of

mathematical langauge

Numbers as labels

hnfr

Hundreds and pounds

Continuous counting

Stages in Early Maths graphics

• Exploration with marks• ‘ Numbers ‘ as labels• Numbers in contexts through

play• Representing quantities• Matching numerals to quantities

in play and other contexts• Representing concepts of

addition and subtraction

Role of adults

• Value• Observe• Annotate• Discuss• Model

How could this help you in future observations?

Next steps?