Children\'s Mathematics

Figure 8.7a Sam’s marks

Figure 8.7b Sophie’s marks

In order to create rich mathematical environments we need to put on our ‘math-

ematical glasses’ to see the possibilities. Young children need environments that

encourage the use of mathematics in purposeful contexts and ways that have

meaning to them. By providing mathematical experiences these nursery teachers

supported and developed children’s natural mathematical interest.

In another class of 4- and 5-year-olds one of us had observed the use children

made of the graphics area and the range and purposes of their marks. Part way into

the term I offered to add some mathematical resources and this triggered a wider

range of marks. Of the marks the children made during one session, over a quarter

were mathematical.

Form-filling is always popular in writing areas – children of 3 often make marks

over pictures, symbols and writing on forms whilst 4- and 5-year-olds fill in the

boxes with their own writing and with numerals.

On one form James, 5:7, wrote his name in one box followed by a reversed ‘N’, ‘9’

and ‘1’ in the next, which he referred to as ‘number’. Below this he wrote that his

favourite object was a train and drew a train in the ‘comment box’ at the bottom

of the sheet.

152 Children’s Mathematics

8657part 2.qxd 04/07/2006 17:23 Page 152