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? 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 purpose Real audience Context that children understand Bridges gap between home - nursery – school Children see themselves as mathematicians 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

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?