Children\'s Mathematics

Office box

Following a visit to the school office one day we discussed the secretary’s work and

the resources we’d seen her use. It seemed natural to add a few additional resources

for role-play and the children had lots of ideas: the box in which they were stored

was soon named ‘the office box’ by the children and included the resources as

shown in Figure 8.2.

Figure 8.2 Office box

The children incorporated these resources into their play in ways that were mean-

ingful within the contexts of roles they assumed (see ‘Marina and the library van’ in

Chapter 9).

Other resources

Blank paper offers the best background for children’s marks in mathematics, writing

and drawing. However, occasional use of computer-generated forms based on chil-

dren’s own ideas arising from their play can provide additional resources in a similar

way that a few officially printed forms do. The examples in Figures 8.5 and 8.6 are

from two different classes of 4- and 5-year-olds.

The physical environment

There are many practical opportunities for writing and making mathematical marks

that can be accessed in an Early Years setting. It is helpful if writing and drawing

implements and paper are freely available at all times in different areas of the class-

room and outside. Different sizes, colours and shapes of paper add to the scope of

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