Children\'s Mathematics

movement through the air from one point to the other. One child who had up until

then shown reluctance in taking part in group activities came to join in and was

participating well. He threw the dice up and shouted with glee as it landed. Another

child, Alistair, sat on a chair and decided he would not throw the dice but just

record the number of dots on the dice each time it landed (see Figure 9.4).

Figure 9.4Alistair

Evaluation

The practitioner was particularly skilful in her use of language and supporting all the

children. The play was completely spontaneous and came from them. The practi-

tioner kept the action lively and did not spoil the children’s flow of action by giving

them too much and the children used their own ways to represent the dots. At

review time some children chose to discuss the dice game and showed their paper.

This can be taken forward at other times when the practitioner might use other ways

of representing the dots on the dice. All these situations where children are engaged

with mathematics allowing possibilities of mark-making in an enjoyable and spon-

taneous way will help build up their ‘mental tool box’ which they can use at any

time (see p. 213). This was a particularly good example of including all the children

because this spontaneous activity was open-ended and one that all the children

could join in with.

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