Children\'s Mathematics

indirect peer modelling and other socio-cultural contexts are shown below and draw

on the ‘knowledgeable other’; adults, other children, family and community (socio-

cultural) contexts.

Figure 10.10 Modelling within mathematical graphics

Note that these definitions of ‘modelling’ within children’s mathematical graphics go beyond what is gener-

ally understood by this term in England, in which ‘modelling some mathematics’ almost always results in

children directly copying what the teacher has done.

In the next chapter we consider a variety of ways in which teachers can involve

parents and families in their young children’s developing mathematics and share

their children’s excitement about learning.

Further Reading

Developing children’s written methods

• Gifford, S. (2005) Teaching Mathematics 3–5: Developing Learning in the Foundation
  Stage.Buckingham: Open University Press.


• Haylock, D. and Cockburn, A. (2002) Understanding Mathematics in the Lower
  Primary Years.London: Paul Chapman.


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


• Carr, M. (2001) Assessment in Early Childhood Settings: Learning Stories. London: Sage.


• Drummond, M-J. (2003) Assessing Children’s Learning (2nd edition). London:
  David Fulton.

DDiirreecctt aadduulltt mmooddeelllliinngg • Adult provides direct models (not copying) that offer new

and alternative ways of representing mathematics, with

either a small group or class

IInnddiirreecctt aadduulltt mmooddeelllliinngg• Adults may sometimes participate in children’s play

and represent mathematical thinking appropriate

within that particular play context

• Writing or displaying mathematical print and notices
  PPeeeerr mmooddeelllliinngg:: ffooccuuss oonn • Displays of children’s own mathematical graphics
  cchhiillddrreenn’’ss oowwnn ggrraapphhiiccss• Discussing children’s mathematical graphics –
  aass mmooddeellss focus on strengths, meanings, symbols, ways of
  representing, ideas and the mathematics

FFaammiillyy aanndd ccoommmmuunniittyy (^) • Children see adults representing mathematics in real
((ssoocciioo--ccuullttuurraall)) mmooddeelllliinngg contexts

• Representations of symbols and mathematics in the
  environment and through media and technology

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