Young Children recording mathematically

1. Young Children recording mathematically Lynda Keith Lynda Keith Education l.keith_education@btinternet.com www.lyndakeitheducation.co.uk

2. 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.

3. How are your children encouraged to record or mark make mathematically just now?

4. Grids

5. Grids and tables?

6. Martin Hughes ‘Tins game’

7. 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)

8. Recording Usually recording after a practical activity

9. Context? Meaning?

10. 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)

11. It includes: • Scribble making • Drawings • Numerals • Signs • Writing • Invented symbols • Standard symbols • Tally type marks

12. Why?

14. Numbers as labels

16. hnfr Hundreds and pounds

18. Continuous counting

20. 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

21. Role of adults • Value • Observe • Annotate • Discuss • Model

22. How could this help you in future observations? Next steps?