Children\'s Mathematics

Child-initiated role-play On their return to school, a group of eight children led by Marina (whose fifth birth- day it was on t ...

matics they used allowed them to explore language related to time: ‘today’, ‘tomor- row’, ‘next week’. They referred to the dura ...

for the information he wanted. Returning to the classroom, Aaron proudly announced that there were 75 seats in one carriage and ...

Marina and Rachel chose ten scallop shells and into each they put two wooden beads (see Figure 9.10). By choosing their own way ...

Figure 9.11 a and b Frances and the train Insightful mathematics I was impressed by Frances’s ability to represent and check the ...

This had been a tremendous insight for Frances and was also a very powerful rep- resentation for the other children. Several of ...

times and the ten times table were easier than the two times table. I said that ten and 100 are ‘friendly’ numbers because they ...

and knowing how to write the number were not easy tasks for some of the children. The children’s teacher found it a great assess ...

Figure 9.13 Multiplying larger numbers – Ben (see p. 186) Real problems The children in this class were about to go on a residen ...

of children). This left her with ‘R1’. Several other children wrote out a string of mul- tiples of threes as in Chang’s example ...

Figure 9.15 Nectarines for a picnic: Ann Conclusion In their play the availability of resources for making marks and sensitive s ...

The teachers in our study of perceptions of creativity and mathematics had a point when emphasising resources (see p. 34), but r ...

The process of assessing children’s learning by looking closely at it and striving to understand it, is the only certain safegua ...

to understand. We saw new meanings in these marks that children make and we knew that this was the key to children’s understandi ...

understanding and help them think about their learning. 6 Descriptive rather than negative judgements. 7 Involvement of the pupi ...

the children have no ownership of the content of the worksheet they are also confined by layout; the child has to fit into the ...

numerals daily in meaningful contexts. She counted with her mum, dad and sister. She knew the function of numbers in many contex ...

ments that they do not use worksheets but they wrote on blank pages in the chil- dren’s mathematics books for them to fill in. T ...

moments. At other times it is useful to say ‘can you tell me about this?’ This helps to get an accurate connection between their ...

Figure 10.2 Observation, assessment and planning cycle Assessment needs to be manageable Teachers cannot do this kind of assessm ...