Children\'s Mathematics

each other. No two pieces of children’s thinking on paper are the same because no two children’s minds are the same: we all have ...

Figure 10.4Assessment form, Amelie (see figure 10.3) NNaammee::Jason Green Date: September 15 Age: 4 years 11 months. CCoonnttee ...

Figure 10.5 Jason’s numbers We would like to thank Petrie Murchison of Redhills School, Exeter for this example TThhee mmaatthhe ...

Figure 10.6 Super-zero construction area to support his interest in parallel vertical lines. I must look out a story about ladde ...

TThhee mmaatthheemmaattiiccss::addition and subtraction; commutativity; negative numbers. PPaarreenntt//ccaarreerr’’ss ccoommmme ...

‘Modelling’ mathematics One of the problems is that the language used in official documents is not explicit about the difference ...

Group 1: teacher providing explicit examples of ways of calculating on white- board. I then asked the children to ‘put down on ...

The graphics in Figure 10.7 show Louisa, John and Emily’s confusion: Figure 10.7a, b and c Louisa, John and Emily (following exa ...

These problems illustrate some of the difficulties children experience when they use examples– including standard symbols – show ...

All of the eight children in this group understood what they had done, could explain their marks and all had the correct answer. ...

Outcome of Group 2 Looking at the written methods these eight children chose and talking to them, it is clear how much they unde ...

pared the children’s first pieces of data handling with their final efforts to assess any gains. Of the 12 children who were pre ...

children’s different mathematical graphics at the end of either a group or class lesson means that peer-modelling extends what t ...

a “model of” a particular situation to a “model for” all kinds of other, but equiva- lent situations’ (Heuvel-Panhuizen, 2001, p ...

of data handling. Our modelling is of a very different nature to the way in which the term ‘modelling’ is currently used by teac ...

indirect peer modelling and other socio-cultural contexts are shown below and draw on the ‘knowledgeable other’; adults, other c ...

Children’s first and continuing educators Take an inquisitive three year old who needs to help you with everything you do. He en ...

3 A collaborative ‘parents’ mathematics group’ during which we explored mathe- matical schemas together. Some parents in this gr ...

The home provides a real and purposeful learning situation with an immense range of events that occur as a result of everyday li ...

play with numbers, sometimes making up their own idiosyncratic games know that numbers have written symbols but may not know wh ...