Children\'s Mathematics

choose to write these contextual numbers, they have converted what they have read and understood into a standard symbolic langua ...

Figure 6.6 Tommy and the elephant These young children either attend to the link between their early marks and meaning as a quan ...

Figure 6.7 Charlotte’s ‘hundreds and pounds’ In representing objects on paper to count and to calculate, we will also show the w ...

separate instance of dots on the dice Amelie drew, she counted them out loud. Four- year-olds do not only represent things they ...

Figure 6.9 Karl’s tables I had asked the children to help make an inventory of furniture and resources in the classroom to help ...

The development of early written number, quantities and counting In the numerous examples we analysed, we found that these dimen ...

On the fourth planet a businessman was engrossed in counting: ‘Three and two make five. Five and seven make twelve. Twelve and t ...

studies (for example, Hughes, 1986; Walkerdine, 1988) show that ‘while practical work and “real” contexts need to be chosen care ...

representations. In this chapter we are therefore continuing to look carefully at chil- dren’s marks and their meanings. The fif ...

increasing range of graphics to represent number operations and some may be gen- erated by individuals. It is important to encou ...

Comparison of strategies to add and subtract when counting continuously Addition Subtraction Additional features when representi ...

Figure 7.1 Alison – counting continuously As Figure 7.2a shows, subtraction requires more steps than addition. However, we have ...

Figure 7.2b Louisa Narrative actions At this point, children often represent their graphic calculations as narratives. There is ...

These narratives appear similar to drawings described by Oers – either representing imaginary or real situations – or, in a math ...

strategies persists through the primary years. Children’s choices of ways to represent operations do not remain static since dis ...

mathematics in their own ways, we have found that during our visit some children will spend time on elaborate drawings and colou ...

Figure 7.4 Barney’s beans Figure 7.5 Group – subtracting beans 8657part 2.qxd 04/07/2006 17:17 Page 116 ...

these kinds of stories can be useful for mental mathematics because they help chil- dren quickly visualise a calculation in thei ...

Separating sets Addition Subtraction Features may include: Features may include: not know if children are counting or adding whe ...

Implicit symbols Other children show that they have an understanding of ‘+’ or ‘=’, but have not rep- resented the symbols: the ...