Children\'s Mathematics

The development of early written number, quantities

and counting

In the numerous examples we analysed, we found that these dimensions of early

written numerals are not completely hierarchical: children will revisit earlier dimen-

sions depending on what they are representing and their current concerns.

These four dimensions of early mathematical graphics provide children with rich

foundations from which to develop early written calculations. At this point children

can represent numerals, understand some of the contexts in which they are found

and use them appropriately. They recognise a range of purposes of counting, and

count real objects and objects that they have represented on paper. Now they are

able to make use of these skills and understanding to explore early written calcula-

tions in ways that are meaningful to them.

In Chapter 7 we continue to explore the development of children’s mathematical

graphics. We focus on children’s own written calculations, their growing under-

standing and use of operators and the development of their own written methods.

In Chapter 7 we turn to the ‘fifth dimension’ – early operations: the development of

children’s own written methods.

Further Reading

Multi-modal meanings

• Kress, G. (1997) Before Writing: Re-thinking the Paths to Literacy. London: Routledge.


• Pahl, K. (1999a) Transformations: Meaning Making in Nursery Education. Stoke-on-
  Trent: Trentham.


• Pahl, K. and Rowsell, J. (2005) Literacy and Education. London: Paul Chapman.
  Visual representations, art, drawing


• Atkinson, D. (2002) Art in Education: Identity and Practice. London: Kluwer.


• Bresler, L. and Thompson, C. (eds) (2003) The Arts in Children’s Lives: Context,
  Culture and Curriculum. London: Kluwer.


• Efland, A. (2002) Art and Cognition: Integrating the Visual Art in the Curriculum. New
  York: Teachers College Press.


• Kindler, A. (ed) (1997) Child Development in Art. Virginia, USA: National Art Edu-
  cation Association.


• Matthews, J. (1999) The Art of Childhood and Adolescence: The Construction of
  Meaning.London: Falmer.
  Maths


• Pound, L. (1999) Supporting Mathematical Development in the Early Years. Bucking-
  ham: Open University Press.


• Sophian, C. (1995) Children’s Numbers. Dubuoue, Iowa, Madison, Wisconsin:
  Brown and Benchmark.

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