ments that they do not use worksheets but they wrote on blank pages in the chil-
dren’s mathematics books for them to fill in. This, they said, was very time-con-
suming but suited their purpose more than worksheets. Using blank paper in this
way has the same pitfalls as worksheets but may be more personal to the class and
the curriculum objectives. This kind of recording lies in the same category as
teacher-made worksheets. We would argue that this again does not give a true
account of where the children are in their understanding of written mathematics.
From our own experience of teaching every age group in the Early Years from three
to eight years, children are pleased and eager to share their own mathematics. This is
partly because we are interested in what they have to say. It is difficult to get excited
about a worksheet! It does not belong to the child, there is only one way to do it: the
worksheet way. We would like also to state that just as it is difficult to get away from
using worksheets when using them is part of the school’s culture, we also have used
worksheets in the past because at that time we knew of no better alternative.
From our survey, the use of worksheets in mathematics appears prolific. Yet there
are many who question their quality in supporting the young learner including
Fisher (1996), Pound (1999), Anghileri (2000) and Selinger (1994). We will never see
the demise of worksheets in mathematics teaching if practitioners do not support
children’s own ways of putting their mathematics on paper.Assessing samples of children’s own mathematics
What assessment of children’s own written mathematics needs to
recognise
The context
It is important to know how a piece of writing evolved since this gives us a clearer
understanding of the focus the child might be having when making the marks. This
might tell us how the child acts in certain contexts. A sample of mathematical
graphics from a free-flow play situation may appear very different to a teacher-
directed task or a teacher-led task. For example, does the child choose to use math-
ematical marks if not directed or supported in some way by the teacher? When
children are 3-years-old or younger they may seldom choose to write or draw any-
thing mathematical. When they do, we might be able to see some connections they
are making. For a child of three, the significance may be that they now choose to
represent their mathematics on paper and this may mean that they understand
mathematics can be written down. They can translate what they think on paper: this
development cannot be underestimated. It is like their first step or spoken word and,
although it is not as noticeable, it represents a huge sign that they are aware of this
written form of mathematical communication.
What the child said
Listening to what children say about their marks is important because what we think
they are writing is not always what they mean. Sometimes children talk to them-
selves or others as they write and you may be fortunate enough to catch theseDeveloping children’s written methods 1978657part 2.qxd 04/07/2006 17:35 Page 197